Need help with the curriculum or navigating this site? Write us below.
Fourth Grade
LESSON
Four
What I Say Goes! Boundaries and Consent Part B
55 mins
This lesson is currently under review with Nest Educational Advisors. Please check back later for updates.
Lesson Overview
In this lesson, students will review boundaries, bodily autonomy, and assertive communication. They will explore non-verbal communication of consent through a Silent Object Exchange activity and discussion. Students will learn a crucial body safety rule about unwanted touches in private areas, emphasizing that such incidents should never be kept secret. They'll understand intuition as a physical tool for recognizing unsafe situations. Using the Practicing S.A.F.E. handout, students will learn and practice responses to boundary violations. The lesson will conclude with a calming meditation.
Lesson Objectives
- Practice respecting others’ boundaries.
- Identify physical boundaries for our body safety.
- Discuss strategies for help seeking if our boundaries are crossed.
Materials
Handouts
quicklinks
how to prepare for this lesson
This is the second of two lessons on boundaries and consent. In this lesson, students will recap foundation terms from the previous lesson on boundaries, bodily autonomy, and assertive communication. In this lesson, students will learn more sensitive topics like how to receive help when our bodies are touched in unsafe or inappropriate ways.
Using accurate anatomical language, such as "penis" and "vagina," reduces ambiguity and ensures that children understand how to describe their bodies and abuse if it does occur. Research by Illuminate Colorado (2021) indicates that knowledge of proper anatomical terms is associated with a lower risk of abuse and better outcomes in cases where abuse is reported. This clarity helps children understand and express when something is inappropriate, facilitating better communication and protection. For more information, please see the Teacher Resource Guide.
This lesson may be triggering for students who have already experienced some level of abuse. If students have urgent questions, encourage them to discuss with you after class. Additionally, on Slide 17, include contact information for the school counselor or a similar resource.
On Slide 8, students will engage in a silent exercise that combines mindfulness with practicing non-verbal communication. The objective is for students to explore and become more aware of how they communicate without using words. Various objects should be placed on tables or desks around the room. Students will silently move around, picking up objects and offering them to other students. The recipients can then silently accept or decline the object, using their body language to convey their answer. To avoid congestion, it's recommended to place objects in multiple locations and space them out, encouraging students to spread out across the room.
On Slide 15, students will each receive a copy of the Practicing S.A.F.E. Handout. They will complete this activity in groups of four.