During Guidance Class students in grades K-5 are meeting the mandatory education requirement about sexual abuse prevention. THis law is known as Act One. The Vermont Sexual Violence Prevention Task Force with the Department of Education and the Vermonot department of Children and Families agreed that students in grades preK-2 will:
1. Identify and name basic male and female reproductive body parts;
2. Identify and describe healthy physical affection;
3. Describe a variety of feelings and the importance of expressing them in appropriate ways;
4. Identify trusted individuals ini the home, school, and community who can provide help with troublesome feelings and solving problems;
5. Explain when assistance is needed in making health-related decisions (e.g. secrets and when to share information).
Lesson 1- BODIES overview:
1) Our bodies are good and special (including the genitals).
2) Boys and girls have some parts that are different, and many that are the same.
Use large mural paper, trace outlines of bodies, have students draw in all the body parts that are seen when they come out of the bathtub. Explain that the penis, vagina, nipples, and buttocks are private parts and that since school is not a private place we cover genitals with clothes. Have students draw/paint clothes to cover the private parts.
Sing the Hokey-Pokey and use only public parts
Book- The Bare Naked Book by Kathy Stinson is about the many nuances of our body parts with simple artwork (e.g. Noses:runny noses, itchy noses, blowing noses, don't pick your nose. Fingers: pinched fingers, poking fingers, playing fingers, sucking fingers. Feet- stamping feet, tiptoeing feet, stamping feet, ticklish feet, two feet...)
Lesson 2- BABIES overview
1) Babies need help with most things and deserve to be looked after.
2) Children, as they grow, learn to do more things by themselves but they still need some help.
Set up play centres and students rotate through.
* Center 1- Pregnant mother activity sheet
* Center 2- Bathing center
* Center 3- Changing/Bed Center
* Center 4- Feeding Center
Book- I loved you before you were born by Anne Bowen is about a loving granmother who is eagerly awaiting the arrival of her grandchild.
Lesson 3- FEELINGS overview
1) Everyone has all kinds of feelings.
2) When you're not sure what you're feeling, we call that mixed-up (or confused)
Craft- confused face worksheet
Book- How are you peeling? Foods with Moods
Lesson 4- BEDTIME overview
1) Private parts are kept special.
2) Small children sometimes need help washing and wiping their private parts.
3) Older children and adults do not need help with their private parts.
Role play bedtime activities: change the babies diaper, have the toddler go potty, pretend to wash the toddlers and play in the tub, put on pajamas, brush teeth.
Craft- Care for Kids activity sheet "Who uses what" and "I need help"
Song- from "I'm Growing" CD, listen to "You can do it if you try"
Lesson 5- TOUCHING overview
1) Sometimes we like touching and sometimes we don't.
2) Touching is never a secret.
3) A person may say, "NO" to touching.
4) Don't touch a person who says, "No touching".
Share touching pictures from Care for Kids (playing in leaf-pile/pushing/in bathroom) and ask;
-"Do these people like this kind of touching?"
-"How can we tell?"
-"Is this kind of touching a secret?"
Craft- make paper hugs and allow students to play with them asking permission to put around friends shoulders.
Song- to London Bridge is falling down: have students face each other and sing "May I touch your hair today..." and respond with a yes or no. Take turns with different versus practicing asking and saying yes or no.
Book- More, More, More, Said the baby- this book illustrates the stories of three different children being touched be three caring adults- a father, grandmother, and mother.
Lesson 6- SECRETS (& SURPRISES) overview
1) Sometimes we want to keep a secret and sometime's we don't.
2) Touching is never a secret.
3) When you are sad or mixed-up about a secret, you can ask two or three grown-ups for help.
Using Care for Kids Secrets posters ask;
-"What kind of secrets do you like to keep?"
-" What kinds of secrets, do you not like keeping?"
-"Is touching ever a secret?"
-"When you're not sure or mixed-up about a secret, what can you do?" (ASK FOR HELP)
Put surprises into a container and say that inside is a secret for later today. Later on give each student a chance to pick a surprise and tell them that some secrets are fun and make us feel happy, while some (like the posters) may leave us sad or mixed-up. Then we can ask 2-3 grown-ups for help.
Song- to the Muffin Man "Do you know who to ask...For help when you feel mixed-up?"
Book- The Secret of Silver Horse
WE CARE ELEMENTARY grades 2-5
Lesson 1: SAFE SPACES & PROGRAM INTRODUCTION
Establish class norms and create a contract of respect, care, and support for the unit. Have students sign.
Define Relationship: Being familiar with something or someone, being related to someone or knowing someone well.
Healthy Relationship: Good for your health, your body, your mind.
Unhealthy Relationship: Not good for your health, your body, your mind.
Abusive Relationship (for grades 4-5): Dangerous, hurtful to your body, your mind.
Discuss examples of these differing relationships.
Lesson 2: SUPPORT SYSTEMS
Define Trusted Adult: Someone you can talk to about anything; Someone you feel happy around; or someone who has helped you before.
Complete worksheet or create a yarn web and list two trusted adults,
Fill in How am I Feeling worksheet which identifies different emotions one might feel in situations such as having your best friend move to another school, and list your trusted adult you would ask for help.
Older grades have a more complex Asking for Help worksheet which we review as a class.
Lesson 3: RECOGNIZING FEELINGS IN OURSELVES
Define Stress: What you feel when you are worried or uncomfortable with something or someone.
Define: Stressor: The something or someone that causes you to worry or be uncomfortable.
Define Feelings: They happen in our mind and body. Feelings can change how we physically feel inside our body. We can also have many different feelings at the same time.
Define Coping: Using our behavior or our words to describe our feelings.
Discussion on coping techniques, reminder of sharing our feelings with a trusted adult, and how to check-in with ourselves.
Activity- short story and follow up questions.
Lesson 4: PERSONAL BOUNDARIES
Define personal boundary: How close someone wants to be to another person.
Discuss that boundaries may change depending on:
-Who it is
- Where we are
- How I am feeling that day
- Why that person wants to be close to me
Activity- scenarios of different situations and students have personal boundary cards (OK, Maybe OK, Not OK) to hold up depending on their own feelings. Discuss differences and similarities.
Lesson 5: ASKING FOR PERMISSION (5th grade)
Define permission: Checking in with someone before we do something or say something.
Activity- asking for permission cards and practice asking for permission in different situations. This helps us build healthier relationships with one another.