Lesson Plan
Facilitator Guide Boundaries and Help
Students will articulate a clear personal boundary statement and identify at least two trusted adults to turn to when conflicts escalate or they feel unsafe.
Teaching personal boundaries and help-seeking equips 3rd graders with the confidence to assert themselves and know exactly who to ask for help, reducing risk of bullying and confusion.
Audience
3rd Grade
Time
45 minutes
Approach
Interactive cards, mapping, and group discussion.
Prep
Prepare Materials and Printouts
10 minutes
- Print or photocopy one set of Boundary Statement Practice Cards for each pair of students
- Print enough Is It Rude Bullying or Conflict Sorting Cards for small groups
- Photocopy My Safety Circle Trusted Adults Worksheet for each student
- Load and test Boundaries and Safety Scenarios slide deck on classroom display
- Gather pencils and blank paper for student notes
Step 1
Introduction to Personal Boundaries
10 minutes
- Display slides 1–4 of Boundaries and Safety Scenarios
- Define “personal boundary” in kid-friendly terms (e.g., “your own space and feelings”)
- Show examples vs. non-examples of healthy boundaries on slides
- Invite 2–3 volunteers to share a time they asked for space or said “Stop”
Step 2
Practice Boundary Statements
10 minutes
- Break students into pairs and distribute Boundary Statement Practice Cards
- Model one scenario: read card, then say “Please stop _____” respectfully but firmly
- Partners role-play each scenario, practicing tone and body language
- Circulate to offer feedback and reinforce clear statements
Step 3
Safety Circle Mapping
10 minutes
- Hand out My Safety Circle Trusted Adults Worksheet
- Instruct students to draw themselves in the center and list two adults they trust for help
- Encourage a mix of school and home adults (e.g., teacher, coach, parent, neighbor)
- After 5 minutes, have students pair-share their safety circles
Step 4
Sort Bullying, Rudeness, or Conflict
8 minutes
- Form small groups and give each set of Is It Rude Bullying or Conflict Sorting Cards
- Groups read each scenario aloud, decide which category fits, and place the card under that heading
- Discuss one or two cards as a whole class: when should you talk to a friend vs. an adult?
Step 5
Reflection and Closing
7 minutes
- Ask volunteers: “What’s one boundary you’ll use this week?” and “Which adult will you go to if you feel unsafe?”
- Reinforce that using a boundary statement and seeking help are both smart choices
- Remind students that practicing these skills makes them stronger and safer
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Slide Deck
Boundaries and Safety Scenarios
In this lesson, we’ll: 1. Define personal boundaries 2. See examples and non-examples 3. Practice with real-life scenarios
Welcome students and introduce the topic. Say: “Today we’re going to learn about personal boundaries—what they are, why they matter, and how to use them to stay safe and feel confident.”
What Is a Personal Boundary?
• Your personal boundary is your space and your feelings.
• It tells others what’s OK and what’s not OK when they talk to you or play with you.
• Boundaries help you stay safe and feel respected.
Explain key term in kid-friendly language. Emphasize space, feelings, and respect.
Examples of Healthy Boundaries
• Saying “Please stop tickling me” when you don’t like it.
• Telling a friend you need a turn with the toy.
• Asking for space when someone is standing too close.
• Saying “No, thank you” to a play invitation if you don’t feel ready.
Read each example aloud. Invite students to give a thumbs-up if they recognize a healthy boundary.
Non-Examples of Boundaries
• Staying silent when someone makes you uncomfortable.
• Pushing someone away in anger instead of using words.
• Using mean words instead of asking for space.
• Letting people cross your space without speaking up.
Discuss why these are non-examples and how they might make people feel unsafe or upset.
Scenario 1: Unwanted Hug
At recess, a classmate rushes over and gives you a big hug even though you said, “I don’t want a hug.”
Questions:
- What could you say or do to set a clear boundary?
- If they don’t stop, which trusted adult could you talk to?
Read scenario. Ask pairs to come up with a boundary statement first, then share who they might ask for help if needed.
Scenario 2: Teasing
On the playground, someone keeps making jokes about your shoes and calls them “weird.”
Questions:
- How can you tell them to stop in a respectful but firm way?
- Who could you ask for help if it continues?
Guide pairs: one plays the friend, one practices the boundary statement. Then switch roles.
Scenario 3: Unwanted Touch
In line for lunch, a friend reaches over and touches your arm to look at your lunchbox even after you said “Please don’t.”
Questions:
- What boundary statement can you use?
- Who might you talk to if they keep doing it?
Encourage students to think of word tone and body language when they practice.
Scenario 4: Stranger at School
A person you don’t know well waits outside the school gate and asks you to come closer so they can show you a puppy.
Questions:
- What boundary statement could you use here?
- What trusted adult do you let know immediately?
Remind students: strangers are adults you don’t know well. Discuss safety first.
Worksheet
My Safety Circle Trusted Adults
In this activity, you will draw a safety circle to help you remember who you can turn to when you feel unsafe or upset.
1. Draw Your Safety Circle
Draw a big circle below. Put yourself in the center and then draw or write the names of two adults you trust to help you when you need it.
2. My Trusted Adults
- Name: ____________________________My adult’s job or role: ____________________________When would I go to them?
- Name: ____________________________My adult’s job or role: ____________________________When would I go to them?
Activity
Boundary Statement Practice Cards
Use these cards for partner role-play. One student reads the scenario and practices saying a clear boundary statement. Then switch roles.
How to Use
- Pick a card and read the scenario aloud.
- Practice your boundary statement: “Please stop ___.”
- Pay attention to your tone and body language—keep it firm and respectful.
- Switch roles and try another card.
Card 1: Unwanted Tickling
Your friend keeps tickling your sides even after you said, “Please stop tickling me.”
Card 2: Borrowing Without Asking
A classmate grabs your art supplies without asking permission.
Card 3: Interrupting Conversation
Someone keeps talking over you when you’re sharing news.
Card 4: Pushing in Line
A student pushes past you in the lunch line without saying excuse me.
Card 5: Name-Calling
A peer keeps calling you “weird” after you asked them to stop.
Card 6: Unwanted Help
An adult you know well tries to straighten your hair even though you asked them not to.
Card 7: Standing Too Close
Someone stands right behind you in line and makes you feel crowded.
Card 8: Taking Your Seat
A classmate moves into the seat you saved without asking.
Encourage students to use eye contact, a calm voice, and clear words like, “Please stop ___,” followed by the specific action. After role-playing, discuss which statements sounded most confident and why.
Discussion
Is It Rude, Bullying, or Conflict Sorting Cards
Purpose: Help students tell the difference between rude behavior, a normal conflict, and bullying. This builds awareness of when to handle things themselves and when to ask an adult for help.
Materials Needed
- A set of scenario cards (below) for each small group
- Three heading labels: Rude, Conflict, Bullying
- A large sheet or chart divided into the three categories
Preparation
- Print and cut apart the scenario cards below.
- Label three areas of the board or chart: Rude, Conflict, Bullying.
- Divide students into groups of 3–4 and give each group a full set of cards.
Instructions
- In your group, read each scenario card aloud.
- Decide together whether it describes something rude, a conflict between peers, or bullying (when someone is hurt on purpose over and over).
- Place the card under the heading you agree on.
- When all cards are sorted, choose one example from each category to share with the class and explain your reasoning.
Card 1: Hallway Bump
Someone accidentally bumps into you in the hallway and says, “Oops, sorry!”
Card 2: Teasing Stopper
A classmate calls you “stupid” after you get an answer wrong, but stops when you ask nicely.
Card 3: Toy Tug-of-War
Two friends both want the same toy and start pushing each other to get it.
Card 4: Name-Calling Over Time
A peer keeps calling you “baby” and laughs every time you tell them to stop.
Card 5: Borrowing Without Asking
Someone takes your pencil without asking and uses it for the whole class.
Card 6: Excluded Every Day
A group of students refuses to let you join their game and makes fun of you each time.
Card 7: Gross Comment
A student says, “That’s gross!” when you show your lunch, then walks away.
Card 8: Disagreement in Game Rules
Two students argue about the rules of a game, raising their voices and scowling.
Guided Discussion Questions
- What clues helped you decide a scenario was bullying rather than just rude?
- How did you feel when reading a bullying scenario vs. a conflict scenario?
- When should you try to solve a rude comment on your own, and when should you talk to a trusted adult?
- What boundary statement might you use in a bullying situation?
- Who in your safety circle (see My Safety Circle Trusted Adults) could help if you think you’re being bullied?
Extension: Ask each group to role-play one scenario from each category, demonstrating a clear boundary statement or help-seeking action.