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Fifth Grade
LESSON
Six
Respecting Boundaries Part B
55 Minutes
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, assertive communication, and consent, followed by a video on consent. They'll explore non-verbal communication's role in giving or withholding consent through a sorting activity on non-verbal cues. Reflections on personal reactions to denied consent will lead into a discussion on shame. Students will revisit strategies from Lesson 2 for managing strong emotions and learn the S.A.F.E. method for when boundaries are crossed. The class will conclude with a reflective journal exercise and a calming meditation.
Lesson Objectives
- Practice recognizing non-verbal communication.
- Identify behaviors that cross different types of boundaries.
- Practice assertive communication as a way of giving or not giving consent.
Materials
Handouts
quicklinks
how to prepare for this lesson
Before class, make a copy of the Google Drawing template titled "Template: Non Verbal Yes & No." This will be used to facilitate a class discussion on non-verbal communication. Move the GIFs from the center to the column students agree to categorize it under. Once GIFs are moved to the side, they will disappear so as to not distract students. If students disagree, encourage debate. Some GIFs might be unclear, and it's okay if students are unsure. This uncertainty emphasizes the importance of assertive communication—receiving consent should ideally involve both a clear, confident verbal "yes" and obvious, supportive non-verbal body language. For this activity, have a chart paper titled "Non-Verbal Communication" also prepared. Use this to capture student observations during the activity. You will need a volunteer to assist in writing observations.
Alternatively, depending on classroom resources, this activity could be completed in small groups. If you choose to do so, share the Google Drawing template with students and instruct them to make their own copies. Be sure to first remove the white shapes from the template that hide GIFs after they have been moved, that way students can still see their choices after sorting. Instruct students to minimize the GIFs so that all fit in the columns. Give groups a few minutes to organize the GIFs and then bring the class back together to discuss, capturing observations on the chart paper.
On Slide 14, students will reflect on two questions about respecting boundaries. Have students write their responses to these questions independently either using a journal or notebook paper.
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 16, include contact information for the school counselor or a similar resource.
Please ensure to pre-check videos before class, as internet policies may vary among schools, to ensure accessibility.