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Third Grade
LESSON
Four
Elbow Room: Boundaries & Consent Part A
45 minutes
This lesson is currently under review with Nest Educational Advisors. Please check back later for updates.
Lesson Overview
In this lesson, students will define physical, emotional, and time boundaries, learning that boundaries vary by person and situation. They will explore consent, discuss the positive effects of respecting boundaries, and watch a video on bodily autonomy. Students will learn about assertive communication as the most effective way to express boundaries, practice it in a partner activity, and reflect on their experience. The lesson will conclude with a calming meditation.
Lesson Objectives
- Discuss how to recognize our and others’ boundaries.
- Understand what Consent is and how it relates to Bodily Autonomy
- Practice using Assertive Communication to express our boundaries.
Materials
Handouts
quicklinks
how to prepare for this lesson
This is the first of two lessons on boundaries and consent. In this lesson, students learn about boundaries, bodily autonomy, and assertive communication. This foundation prepares them for the more sensitive topics in part B, which covers actions to take if boundaries are crossed.
If students have questions about topics that will be covered in the next lesson, inform them that these topics will be discussed in detail later. However, encourage them to discuss any urgent questions with you after class. Additionally, on Slide 23, include contact information for the school counselor or a similar resource.
Students will be referencing their Feelings Wheel Handouts through this lesson and should have it out and available at the start of the lesson.
On Slide 19, students will practice Assertive Communication through a movement activity. Arrange students in two rows facing each other, with enough space for big and small steps between rows. If space is limited, students can pair up at their desks and move a small object, like an eraser, using the same instructions. Following this activity, students will reflect on the activity using the Assertive Communication Reflection Handout. Each student will need one handout.
Students will create another strip for their placemats. Distribute one Body Boss Sentence Starter to each student. Students will write what being their own Body Boss means to them on their strip. Have students write their names on the back and hand back in. Students will not weave these strips during this lesson.
Please ensure to pre-check video before class, as internet policies may vary among schools, to ensure accessibility.