K-2nd Grade Lesson Resources

Unit 1: Empathy and Skills for Learning

Lesson 1: Skills for Learning

I can name and identify the feelings and emotions that are in the four different Zones of Regulation.

Read Aloud: The Way I Feel

Let's Practice!

Wheel of Zones Game

Zones of Regulation Visual

Lesson 2: Expected vs Unexpected Behaviors

I can decide what behavior is expected and unexpected of me in a situation.

Social Story: Expected and Unexpected Behaviors At School

Read Aloud: The Invisible Boy by Trudy Ludwig

Let's Practice!

Wheel of Situations

Individual Practice

Lesson 3: Size of the Problem

I can match my reaction to the size of the problem.

Read Aloud

Pete the Cat and His Four Giant Buttons

Let's Practice!

Lesson 4: Identifying Triggers and Using Coping Tools

I can recognize what causes me to feel a big feeling (triggers) that lead to the Blue, Red, and Yellow Zone.

I can identify coping tools and work on problem solving to avoid triggers.

Zones Check In on Seesaw

ZONES Toolbox

B is for Breathe

Read Aloud

Seesaw Activity: Log in to your Seesaw account to view instructions for your counseling activity. Thank you!

Activity:

Step 1: Listen to the story, B is for Breathe.

Step 2: Choose two letters/activities that you would like to try out and practice.

Step 3: Using Seesaw, record a video of you acting out two of the activities.

I can't wait to see what calm down strategies you want to try the next time you have a big feeling and need to calm down.

-Mrs. Swisher

Counselor - Prairie Point Elementary SchoolCounselor - Prairie Point Elementary School

Lesson 3: Anti-Bullying Awareness

Why is it important to know how another person is feeling?

Characteristics of Bullying

Read Aloud

I pledge to be a Buddy, not a bully..pdf

Buddy Pledge

Student Activity

Buddy vs Bully FINAL

Home Link: Family Activity

Anti-Bullying Awareness: I I can be brave and say something when someone needs my help.

Anti Bullying Rules

Let's Practice!

Read Aloud: Shubert's Big Voice

Say no to Bullying pledge (1).pdf

Say no to Bullying pledge (2).pdf

2nd Grade

Anti Bullying Rules

Say no to Bullying pledge (1).pdf

Say no to Bullying pledge (2).pdf

Let's Practice!

A classmate is making fun of your new haircut.

A student cut in front of you at recess.

Unit 2: Emotion Management

Lesson 1: I can identify the parts of my brain to help me be the boss of my feelings and emotions.

Upstairs Brain, Downstairs Brain

Seesaw Activity

The Brain House!

Lesson 2: I can use calm down strategies to help my body feel safe and comfortable.

Let's Practice!

Belly Breathing with Elmo

Unit 3: Problem Solving

Lesson 1: Introduction to STEP (the problem solving steps)

Mrs. Swisher's Counseling Lesson: Problem SolvingAfter watching Mrs. Swisher's Video lesson, please complete the practice activity titled, "Pick the Best Solution". Remember to use the problem solving steps from STEP to help you pick a solution that is safe and respectful.

Video Lesson

Pick the Best Solution.pdf

Practice Activity

Lesson 2: Tattling vs. Reporting

1. I can understand the difference between reporting/telling and tattling.

2. I know when it is appropriate to tell a teacher about something.

tattle poster.pdf

Read Aloud: A Bad Case of Tattle Tongue

Tattling Scenario Cards.pdf

Application: Tattle vs. Tell Game

TattlingvsTelling-1.pdf

Practice Activity

Tattling Vs. Telling

Unit 4: Staying Safe

Lesson 1: Safe Side Stranger Safety

I can identify safe and unsafe situations.

I know the difference between a "Do Know" and a "Don't Know" is.

I can identify and and explain about one of my Safe Side Adults.

Safe Side Super Chick

Safe Side Super Chick.pdf

Student Activity

Visuals

Lesson 2: The Always Ask First Rule

I can identify safe and healthy choices at home and school.
I can identify safe/unsafe situations.

Puppy and Snail

Always Ask First!

ways-to-stay-safe-mini-poster-cpu.pdf

Ways to Stay Safe

Poster

Story and Discussion

Molly and the Camera

Three Ways To Stay Safe Song

safety-rules-mini-poste-cpu (2).pdf

Let's Practice!

Now you’ll practice following the Always Ask First Rule.

You’ll also say who you need to ask first.
Be assertive. Stand up straight, face the person you’re telling, and use a strong, respectful voice. Example: I need to ask my mom first.

EXPLAIN and MODEL these steps, using the first scenario:

1. Read the scenario.

2. Show the Always Ask First Rule Card and ask students: What’s the rule? (Always ask a parent or the person in charge first.)

3. Ask students: Who can you ask first? Call on a few students at random. (Mom. Dad. The person in charge.) Have other students wiggle their fingers if they had the same idea.

4. Have four or five students stand, face the drawing on the empty chair, and state assertively who they need to ask first: I need to ask my ______(mom/dad/babysitter/grandma) first.

5. Reinforce assertiveness skills with specific feedback: I noticed you standing up tall and using a strong, respectful voice.

6. Have students sit back down, then repeat steps 1–5 for each scenario.

Scenarios

Pretend this is…

Your neighbor offering you some orange juice on a hot day
Your music teacher offering to help you with your singing after school
Your bigger cousin asking you to drink leftover beer in a can he found outside
Your mom’s friend offering you a piece of candy
Your big sister’s friend asking you to watch a video on his phone

Lesson 3: Safe and Unsafe Touches

I can identify safe and unsafe touches
I know how to refuse unsafe touches assertively in response to scenarios
I know how to refuse unwanted touches assertively in response to scenarios

When you hear a way to stay safe, STAND UP!

Puppy and Snail

Different types of touches

Story and Discussion

Geneva, her mom, and mom's friend Sue

Skill Practice

Unsafe Touch Scenarios

Pretend this is…

Your big sister pulling your hair
A big kid giving you high fives that hurt
Your dad, who is mad at you and grabbing your arm
Your cousin kicking you under the table

Unwanted Touch Scenarios

Pretend this is…

Your grandpa, who wants to kiss you good night, but you don’t want to be kissed
A student in your class, who is putting his arm around your back during story time, and you don’t like it
Your mom, who is patting your head and you want her to stop
Your big brother, who starts tickling you, but you don’t want him to

Lesson 4: The Touching Rule

Identify private body parts
Identify the Touching Rule
Apply the Ways to Stay Safe in response to scenarios where someone has broken the Touching Rule

Touching Rule

A bigger person should never touch your private body parts except to keep you healthy.

Puppy and Snail Help a Friend

Here are Althea and Marcus running through the sprinkler. Their private body parts are the body parts covered by a bathing suit. They are private because they’re not to be seen or touched by others.

Introduction

Touching Rule: A bigger person should never touch your private body parts unless to keep you healthy.

First, “A bigger person should never...” Who is an example of a bigger person? (Mom. Dad. Teacher. My big sister. My uncle. A babysitter.)

Second, a bigger person should never touch your private body parts. What are private body parts?(Various answers.)

A bigger person should never touch your private body parts except to keep you healthy. Who might need to touch you to keep you healthy? (Various answers.) A doctor needs to check your body parts to keep you healthy.

Here is Marcus at the doctor’s office. Dr. Jensen might touch his private body parts during his well visit. This touch is okay because it keeps him healthy. What do you do to keep yourself healthy? (Brush my teeth. Comb my hair. Wipe my bottom. Wash my hands. Eat healthy food.)

Let’s all say the Touching Rule together again: A bigger person should never touch your private body parts except to keep you healthy. Even if you have clothes on.

Story and Discussion

Here is Marcus again. Last night, Marcus’s uncle was babysitting. He helped Marcus put on his pajamas. Then he started touching Marcus’s private body parts through the fabric.

1. Is it okay for Marcus’s uncle to touch Marcus’s private body parts? (No.) Marcus recognized that it’s not okay for his uncle to touch his private body parts. Recognize is one of the Ways to Stay Safe.

2. Point to the Ways to Stay Safe Poster. Think about which Way to Stay Safe Marcus could do next. Give think-time. Call on a few students at random. After each answer, have students put their thumbs up if they had the same idea. (Report the touch. Refuse the touch.)

Marcus quickly moved away from his uncle. He told his uncle in a strong, respectful voice, “Stop. Don’t touch me.” His uncle left the room, and Marcus went to bed.

3. Who can Marcus tell about the broken Touching Rule? (Mom. Dad. The teacher.) Marcus told himself to report to his dad in the morning that his uncle broke the Touching Rule.

Now Marcus is telling his dad about how his uncle broke the Touching Rule. Marcus’s dad says, “Thanks for telling me, Marcus. It’s not your fault your uncle broke the Touching Rule. I’m glad you remembered that it’s not okay for anyone to touch your private body parts. That helped you stay safe.” Marcus’s dad makes sure Marcus is always safe and protected.

Skill Practice

1. Read the scenario.

2. Point to your temple and say: Recognize: Does this break the Touching Rule? (Yes.)

3. Let’s say the rule together: A bigger person should never touch your private body parts except to keep you healthy.

4. Hold up your hand in a stop signal and say: Refuse: Say words that mean no. What could you say? Call on a few students at random to stand, face the empty chair, and say words that mean no. (Stop. Don’t touch me. That breaks the Touching Rule.) Have other students clap two times if they had the same idea.

5. Reinforce assertiveness skills you observe with specific feedback: I noticed you standing up tall and using a strong, respectful voice.

6. Cup your hands around your mouth and say: Report: Tell an adult. What can you say? Say together with students: I need to report a broken Touching Rule.

Scenarios

Pretend this is...

Your neighbor, who is inviting you to play a game about touching private body parts
Your soccer coach, who started touching your bottom through your shorts after helping you tie your shoes
Your big brother, who is touching your private body parts in the locker room after your swim lesson
Your aunt, who is trying to touch your private body parts while you’re in the bathtub
Your babysitter, who is touching your private body parts while you’re reading a book

Review

Let’s say it together: A bigger person should never touch your private body parts except to keep you healthy.
Who is an example of a bigger person who might touch your private body parts to keep you healthy? (A doctor. Mom.)
If you recognize that someone has broken the Touching Rule, what should you do? (Refuse. Report.) What can you say to refuse the touch? (Stop. Don’t touch me.)

And what can you say to report the broken Touching Rule? (I need to report a broken Touching Rule.)

Refusing and reporting when someone has broken the Touching Rule can help make sure the touching stops. And remember, it’s never your fault if someone breaks the Touching Rule.

Unit 5: Career Exploration

Lesson 1: Career Day!

I understand that people work to earn money, take care of themselves and their families, do fun activities, and purchase wants and needs.

I can explore what different people do for work and think about what I might want to do for my future career.

Activity

Kindergarten

K-2 Career Activity.pdf

1st Grade

2nd Grade

Page updated

Report abuse