PSL

Personal Safety Lessons

for Grades 1 & 2

PSL GRADES 1 & 2

 Grades 1 & 2
Sample Parent Letter
To Be Placed on School Letterhead

Dear Family,

As part of our personal safety unit for Grade 1 the pupils will learn about touching safety. The lessons
will incorporate different skills and concepts related to safe touch and unsafe touch, the touching
rule, safety steps and whom to tell if a touching problem arises.

These lessons involve understanding that there are different kinds of touches:

Safe touches - These are touches that keep you safe and are good for your body. They make you feel
cared for, loved, and important. Safe touches include hugging, holding hands, pats on the back, an
arm around the shoulder, and a shot from the doctor.

Unsafe touches - These are touches that are not good for your body and either hurt your body or your
feelings (for example, hitting, pushing, pinching, kicking, and touching the private parts of your body).

During classroom lessons children will learn and review the Touching Rule: A bigger person should
never touch your private body parts except to keep you clean and healthy. They will also practice
using the Safety Steps: 1. Say words that mean “No.” 2. Get away 3. Tell a grown-up. Children will also
be able to identify adults to talk to, both inside and outside, of the family and how to tell them about
a touching problem.

You could help your child by discussing the following at home:

• What if an adult you know wanted to touch your private body parts, and it wasn’t to keep you
clean and healthy?
• What words would you say that means “No’?
• How would you get away? Where would you go?
• Who would you tell if you had a touching problem? What if that adult didn’t listen? Who else
could you tell?
• Whose fault is it if someone breaks the Touching Rule?
• What would you do if an older student grabbed your private parts while playing a game with
you?

Thank you for being a partner in teaching safety to your child. We recognize that touching safety is a
sensitive topic, so please call or visit us if you have any questions.

Sincerely,

___________________
Name and Signature of the Teacher

PSL GRADES 1 & 2

 Students at this age are expanding their social relationships outside the
family and beginning cooperative play skills with peers. Children are
learning concepts of right and wrong and can understand the nature of
rules to even experience guilt when he or she has done something wrong.
They are also interested in their genitals.

Grades 1 & 2 Concrete operational thinking begins to replace egocentric cognition so

that the child's thinking becomes more logical and rational. Relationships
outside the family continues to increase in importance. Rules can be
understood and relied upon to dictate proper social behavior. They are
also interested in their genitals.

Concept 1 Identify Safe and Unsafe Touch

Notes to the Teacher It is important for children to be able to Skills Learners will be
distinguish between safe and unsafe touch. Safe touch is good for your body and able to:
makes you feel cared and loved for. Safe touches can include hugging, pats on the • Identify safe, caring
back, and an arm around the shoulder. Safe touches can also include touches that touches
might hurt, such as removing a splinter. Explain to children that when you remove a • Identify unsafe touches
splinter, you are doing so to keep them healthy, which makes it a safe touch.
Unsafe touches are touches that hurt children's bodies or feelings (for example,
hitting, pushing, pinching, and kicking). Teach children that these kinds of touches Vocabulary safe,
are not okay. unsafe

PSL GRADES 1 & 2

Teaching Activities Concept 1

1. Safe and Unsafe
Begin the lessons by focusing
on the differences between
safe and unsafe touch and
how to know what is safe or
unsafe. A touch can be
physical or verbal or even
visual.
 Safe touches are those touches that make us feel happy, like hugs from someone
you love, a valentine’s card, loving words from mama and papa, a smile from lola
and lolo.
 Unsafe touches are those that make us feel sad, scared, or angry, like a pinch, or a
slap, or a threat from an adult, or a mean look from a friend.
 How to know if something is safe or unsafe is only up to you, the receiver. How
do you feel?
 Sometimes you are confused about how to feel. Like if a relative gives you a hug,
which is supposed to be safe, but then goes on for so long that you can’t breathe.
When you can’t breathe, it becomes unsafe. But if you think that your relative
loves you, why are they doing this to you? Your feelings are confused. So, the
touch is confusing. It is as simple as that.

Draw this illustration on the board. Under each of the circles draw simple emojis to show those feelings.

Ask the class for examples of things that make them sad, angry, or scared. For some discussion, ask the class how they
might feel if:
• Their friend hit them.
• Their friend made fun of their clothes.
• Someone threw a stone at them.
• They received candy from a stranger when their mother told them never to accept candy from a stranger.

The last example leads into uncomfortable or confusing touch. While they want the candy they have probably been
taught to stay away from strangers. Tell the class that you will talk about what to do about confusing and unsafe touch
in the next lesson.

To end this activity, give examples of safe touches, asking them how they would feel if they received those examples.
We want children to leave the lesson feeling safe.

2. Jenny and Miguel If you have the illustration, use it to Processing

read and discuss the story. Hold up the illustration for the class to see  How might Jenny and Miguel be feeling
as you read. now?
 How might they feel after the injection.
Jenny and Miguel are siblings. Their mother took them to the doctor’s and they go back home?
clinic for a flu vaccination. Mother explained that the injection hurts a  How might Jenny and Miguel feel if:
bit, but it is necessary to keep them healthy. Jenny and Miguel like to o A dentist is cleaning their teeth.
feel safe all the time. They feel safe when their mother hugs and kisses o Mother removes a splinter.
them. But there are safe touches that may hurt but are necessary to o Dad hugs them.
keep them clean and healthy, just like vaccinations. o A friend pinches them.
o A friend holds their hand

PSL GRADES 1 & 2

 Concept 1
3. Rina and Carlos If you have the illustration, use it to read and ViP
discuss the story. Hold up the illustration for the class to see as you read.

Rina and Carlos are friends. They like to sing, dance, and draw together. They
V1. Discuss safe touches to give
also love to play hide and seek and kick ball. One day, Rina fell while kicking the to others - parents, siblings,
ball. She cried because she got hurt. Carlos helped her to get up and cheered her friends, relatives.
up. Rina finally smiled and thanked Carlos for helping her.
V2. How will you know that the
Processing other person likes the touch?
Rina and Carlos are both special. Children who are special like to feel safe all the facial expression such as smiling,
time just like YOU! Rina and Carlos are glad to have each other as good friends. hugging you back, telling you
But sometimes they also feel sad, scared, and angry. How would you think Rina thanks
and Carlos feel if:
 They got a hug from Mom V3. How will you know that
 Handshake from a friend another person does NOT like the
 Pat at the back by the teacher touch you give, or if you
 Blessing of hands (mano po) to grandfather and grandmother accidentally give? facial
 Getting candy from a stranger expression, angry words, hitting
back
*Teacher may teach the students hand signs/facial expression to symbolize the
feelings (glad, mad, sad, angry, and scared).
V4. What will you do if the other
Tell the class that the next lesson will be about unsafe touches so you will talk person doesn't like the touch and
about private body parts. But you want them to talk with their parents also gets angry with you? the problem
about this first. If you have it, use the illustration to teach private body parts, is not you, but perhaps the other
the parts of the body covered by a bathing suit. Hold up the illustration for the person is not in a good mood or
students to see. An alternative is to draw a gingerbread figure on the board and you accidentally did something to
outline the swimsuit for a boy and a girl. the other person (such as, fall
against them) - so apologize.

Processing
 Identify body parts on the illustration emphasizing the private body parts.
 Explain to the students that it is important to say the proper terms for the
private body parts so that adults can understand them especially when they
experience a problem about those parts of their body. Or they can say,
"private body parts".
 As homework, they can talk with their parents about the names of their
private body parts.

Suggested Additional Teaching Activities

S1. Use "yes" and "no" cards - show students a picture of a safe/unsafe touch (photos from internet or magazines
pasted on 3X5 cards of doctor, hugging, holding hands, kicking, pinching, pushing) and ask if that makes them feel good
or bad?

S2. Draw scenes that show a safe touch or collect from magazines. Paste all the scenes on a big sheet of paper to make
a safe touch quilt.

PSL GRADES 1 & 2

Concept 2 The Touching Rule and Safety Steps

Notes to the Teacher Once children can name their private body parts Skills Learners will be
and know about different kinds of touches, you can teach them that there is another able to:
kind of unsafe touch that is also not okay. This kind of touch is when someone older • Identify private body
or bigger touches their private body parts or asks someone else to touch their private parts
body parts. Learning the touching rule will help children stay safe. Young children • Demonstrate
remember how to protect themselves from sexual abuse better when they learn and understanding of the
practice a few simple steps. If children must wonder what to do, or if they have to Touching Rule
stop and think about how they feel first, they can get confused. • Identify and apply the
safety steps
Once children can name their private body parts and know about different kinds of • Identify grown-ups to tell
touches, you can teach them that there is another kind of unsafe touch that is also if someone breaks the
not okay. This kind of touch is when someone older or bigger touches their private touching rule
body parts or asks someone else to touch their private body parts. Learning the
touching rule will help children stay safe. Young children remember how to protect
themselves from sexual abuse better when they learn and practice a few simple Vocabulary safe,
steps. If children must wonder what to do, or if they must stop and think about how unsafe
they feel first, they can get confused.

Learning and practicing the Touching Rule helps children stay safe The Touching Rule
is: No one should touch your private body parts except to keep you clean and
healthy. The "clean" part of this rule applies to young children at an age when an
adult might help them with diaper changing, going to the toilet, or bathing. The
"healthy" part of this rule refers to doctor visits; for example, when the doctor gives a
child a shot. Children need to know, understand, and practice what to do in the event
of the touching rule being broken. The first step instructs children to come up with
different ways of saying no. This is because a simple NO is not always the best
response. However, any response a child makes should be with the intent to resist
the person. The second step instructs children to remove themselves from the
situation immediately. Help children understand that getting away can be as simple
as moving away, getting off the person's lap, or going to another room. It might also
mean immediately running home or to a neighbor's house. The third step instructs
children to tell a grown-up they trust as soon as they can. Teach them that they need
to keep on telling until someone believes them.

The Safety Steps are:

1) Say no loudly and in a strong voice so that bystanders will hear and can help them.
2) Get away
3) Tell an adult and keep on telling until someone believes them.

Secrets about touching are not safe and should never be kept. Abusers will put
pressure on children to keep the abuse secret. Without secrecy, the abuse cannot
continue. Children need to know how important it is to resist the offender’s pressure
so that they tell. It needs to be reinforced to students to always to talk about a
touching problem, even it has gone on for a long time and that it is never too late to
talk about a touching problem. Finally, it is important to ensure that students
understand that it is never their fault if someone else breaks the touching rule.

PSL GRADES 1 & 2

Teaching Activities Concept 2
1. Private body parts and the Touching Rule Ask the class if they ViP
talked with their parents about the names of their private body parts. Continue with the
illustration, if you have it, or the drawing on the board of gingerbread children wearing
swimsuits.
V1. It is never all right
for you to touch someone
else's private body parts!
Processing If you accidentally do so,
 Identify body parts on the illustration emphasizing the private body parts, penis, such as tripping and falling
vagina, buttocks, breast. If you feel comfortable, have the class say the names aloud against someone else's
as a group. If they giggle, affirm embarrassment by sharing that you, also, are private body parts, what
embarrassed and maybe their parents are, as well. Which is why your parents want should you do?
us to teach you these words in class. (apologize)
 Explain to the students that it is important to say the proper terms for the private
body parts so that adults can understand them especially when they experience
touching problem. Or they can say, "private body parts". Stress that you and the V2. How will you know
class I future will only use the term ‘private boy parts’ if someone doesn't like
the touch? (angry face,
Write the Touching Rule on the board and have the class repeat it together crying, angry words, hits)
several times. IT IS NEVER ALL RIGHT FOR SOMEONE TO TOUCH YOUR PRIVATE BODY
PARTS EXCEPT TO KEEP YOU CLEAN AND HEALTHY.
 Discuss when it is OK for an adult to touch your private body parts (bathing,
changing baby diapers)

2. Rosalie If you have the Processing

illustration, use it to read and
discuss the story. Hold up the
illustration for the class to see
as you read.
Rosalie is in the second grade.
There is a boy in the third
grade who chased her and tried
to touch her private body
parts.
 How do you think that Rosalie is feeling?
 What kind of touch was that?
 Where are your private body parts?
When the processing of the story is complete, teach the Safety
Steps to use if someone does or tries to break the Touching Rule or if you feel
confused.
• Say NO loudly and in a strong voice so that bystanders will hear and can
help you.
• Get away to a safe place.
• Tell an adult and keep on telling until someone believes you

Continue with the story of Rosalie. If you are Rosalie’s friend, how can you help her?
 What could Rosalie do by following the Safety Steps? Use this question to outline
many options for how Rosalie could follow the Safety Steps.
 Whom would you tell if this happened in your school?
 Would you tell a friend? What is the best way for your friend to help you?
 What would you say if Rosalie told you?
 What if Rosalie were a boy, named Ronald, would any of your answers change?

PSL GRADES 1 & 2

 Concept 2
Suggested Additional Teaching Activities
S1. Develop a list of different words or ways to say no. Help children think of different ways to say no. Remind children
to say no loudly and in a strong voice so that bystanders will hear and can help them. Examples are: "Stop that"; "I'm not
allowed to play touching games"; "I don't like that"; and "I don't want to do that."

S2. Play a “What would you do?” game involving teacher describing a scenario and students responding by what they
would do:
Some sample scenarios could be:
 Alex was at his uncles' house, they were working on something; his uncle said they had a special game to play,
he called it the touching game. He said, "Let's take off our clothes and touch each other’s' private parts".
 A security guard asks for your help in his guard hut. He/she asks you to take off your clothes and play a game.
 A teaching assistant has been very kind to you and starts playing with your hair, holding you extra-long in a hug
and patting you on your bottom.

S3. Review the private body parts (using the illustration of children in bathing suits
S4. Read the Book: "Erika and Jay Learn the Touching Rules" from CPTCSA
S5. Place the class into 4 groups. Rotate through different discussion centers having students write out responses on
large chart paper at the 4 different centers. The center prompts could be:
• When might someone need to touch your private body parts to keep you clean and healthy?
• Name some grown-ups you might go to for help if you had a touching problem.
• What should you do if you told a grown up that someone touched your private parts and he or she didn't help
you?
• What if you told someone and they said it was your fault?
• Safety steps scramble - have 3 children each randomly pick one of the three Safety Steps cards that you have
prepared. Ask them to arrange the cards in the right order and say what each step is.
• Invite a nurse or doctor to talk about what they do to keep children healthy and ask them to reiterate the
touching rule.

PSL GRADES 1 & 2

Concept 3 Identifying Unwanted Touch
Notes to the Teacher It is important that students understand that Skills Learners will be
they are in control of who touches their bodies and how. It's ok for children to say able to:
"no" to touches they don't want. Children have the right to refuse to give or receive • Identify unwanted touch
hugs or kisses from relatives if they do not wish to. This teaches children that it’s • Say "No" to touches they
okay to say no to touches from people in their family if it makes a child don't want
uncomfortable. It is important to let families know that this is being taught at
school and the rationale behind it, so that family members won't be offended by
children's behavior. Vocabulary unwanted
touch, boundaries

Teaching Activities
1. Touching Game? If you have the
illustration, use it to read and discuss the story.
Hold up the illustration for the class to see as you
read.
An older student asks a younger student to play a
touching game in the toilet at school.
Processing
 How would you feel if you were in the situation?
 Is it safe to play the touching game with the older student?
Why yes, why no?
 What would you do if he strongly insists for you go with him
to the toilet?
 What are other alternatives to get out from the situation?

2. Joji If you have illustration Processing

use it to read and discuss the
story. Hold up the illustration for
the class to see as you read.
Joji wants to learn how to ride a
bicycle. Danilo, a neighbor offers
to teach her how to ride the
bike with one condition. Danilo
will teach her if she allows him
to touch her private body parts.
Joji feels scared and confused.
 What makes Joji feel scared and confused? (Because touching private body
parts is never all right. It is an unsafe touch.)
 Should Joji listen to what she feels? (Yes. Feelings can be used as signals if the
situation is safe or unsafe. Joji’s situation is unsafe. Define what a gut feeling
is, which is part of intuition, that you want your pupils to learn to listen to.
That is, when they feel confused, they need to remove themselves from the
situation to give time to think.)
 Did Danilo violate any touching rule? (Yes.) Can you tell me what touching is it?
(Unsafe touch because it is never all right for someone to touch your private
body parts except to keep you clean and healthy.)
 What if Joji did not stop Danilo from touching her private body parts? Whose
fault is it? (It will only be the fault of Danilo. It is never Joji’s fault if Danilo
touches her private body parts.)
 Who can Joji tell to get help?
 What if Joji were a boy? Would any of your answers be different?

When the processing of the story is complete, repeat the Safety

Steps to use if someone does or tries to break the Touching Rule or if you feel
confused.
• Say NO loudly and in a strong voice so that bystanders will hear and can
help you.
• Get away to a safe place.
• Tell an adult and keep on telling until someone believes and helps you.

PSL GRADES 1 & 2

 Concept 3
3. Matty If you have the illustration, ViP
use it to read and discuss the story. Hold
up the illustration for the class to see as
you read.
V1 Discuss safe touches to give to others - parents, siblings, friends,
relatives.
Matty, the biggest boy in your school class
is fond of picking up a smaller classmate to V2 How will you know that the other person likes the touch? facial
carry his bag from the gate to the expression such as smiling, hugging you back, telling you thanks
classroom. Finally, he picked on you and
tells you that if you do not comply, he will
touch your private body parts. V3 How will you know that another person does NOT like the touch
you give, or if you accidentally give? facial expression, angry words,

Processing hitting back

 If you were in this situation, how would

you feel? V4
What will you do if the other person doesn't like the touch and gets
 What do you think of Matty’s way? angry with you? the problem is not you, but perhaps the other person is
 What would you do? (Let the children not in a good mood or you accidentally did something to the other
role-play the 3 safety steps) person (such as, fall against them) - so apologize.

Suggested Additional Teaching Activities

S1. Role-play safety step #1 to say NO using minor scenarios. State, "what if..." scenarios to model appropriate
assertive responses. Do NOT role-play the unsafe touch - speak them only. Some suggested scenarios are:
• A yaya wants you to play a touching game.
• You fell on the playground and hurt your buttocks, the nurse has to look at your bottom to see if it is ok.
• An older student asks you if you want to play a touching game in the toilet at school.
• An older brother or a sister of your friend is playing a wrestling, tickling game with you and your friend and it makes
you feel creepy.
• Your PE teacher gives you a high-five after you tried your best at a new game.
• Grandfather picks you up from school and parks his car at a house you don’t know. He begins touching your private
body parts.

S2. Present photo prompts of different touches and discuss how students would feel if someone touched them that
way - perspectives and preferences (e.g. hug from somebody you don't know or someone messing with your hair).
Photos can be found from magazines.

S3. Develop a list of different words or ways to say no. Help children think of different ways to say no. Remind
children to say no loudly and in a strong voice so that bystanders will hear and can help them. Examples are: "Stop that";
"I'm not allowed to play touching games"; "I don't like that"; and "I don't want to do that."

PSL GRADES 1 & 2

Concept 4 Whom to Tell and Assertiveness

Notes to the Teacher Students need to Skills Learners will be able to:
understand that adults are part of a support system for • Identify grown-ups they can ask for help
children who need to talk about upsetting experiences. • Ask for help on behalf of a friend
Step three of the Safety Steps instructs children to tell a • Identify appropriate times to talk to grown ups
grown-up they trust as soon as they can. Sometimes a
child might not be able to get a person to stop the abuse.
In these cases, telling becomes even more important. Vocabulary feelings
Reassure children that it is not their fault if they are
unable to stop the abuse but teach them that they do
need to tell. Tell children to keep telling until someone
believes them. Help your students understand that if the
first person they tell does not believe them, they should
tell someone else and keep telling until someone helps
them.

Teaching Activities

1. Ana If you have the illustration use it to read and Processing

discuss the story Hold up the illustration for the class to
see as you read.
Ana hears a knock on the door, so she opened it.
Suddenly the man on the door grabbed her arms and
forced her to get out. Ana got away, closed the door, and
ran towards her dad who is talking on the telephone. Ana
tells her dad that someone tried to grab her outside, but
her dad tells her to wait until he is finished.
 What do you think Ana felt when the man grabbed
her hand?
 Is it safe or unsafe touch?
 Did Ana do the right thing?
 What might Ana felt when her dad told her to wait?
 What are other alternatives for Ana?
 What if Dad did not believe Ana? What would she
do?
 If Ana were a boy, would any of your answers be
different?

2. Telling Tree Draw a large tree on the board

with many branches without leaves, or use the
illustration if you have it, to help understand a safety
system represented by a Telling Tree.
Instruction/ Processing: Draw pictures of people who
could help if a touching rule is broken - which of these
people would you chose to tell if someone broke the
touching rule?
ViP
What if you touch someone else's private body parts,
even if by accident and that person tells the teacher,
what should you do? apologize and don't do it again - tell
your own mother what happened so she can help you
with your feelings.

PSL GRADES 1 & 2

 Concept 4
3. Miguel If you have the illustration use it to read and discuss Processing
the story Hold up the illustration for the class to see as you read.  What would you call Miguel’s feeling that
something is not right with Gino’s
Miguel’s older cousin Gino stays in their house during summer condition to see his private body parts?
vacation. Miguel loves to look at Gino’s superhero magazines. One (Intuition)
day, Miguel tells Gino that he will let him see all his magazines only if  If you were Miguel, would it be helpful to
Miguel allows him to see his private body parts. Miguel tells Gino that it listen and follow your feelings? (Yes)
is all right for him to look at it because they are both male. Miguel is  It is Miguel’s fault to allow Gino to see his
confused and feels that something is not right. Gino insists, saying private body parts? (No)
that it is normal for boys to look at each other’s private body parts.  What can Miguel do now? (Follow the
Unsure what to do, Miguel finally lets Gino look at his private body Safety Steps)
parts.  Who could Miguel tell?

Suggested Additional Teaching Activities

S1. Matching game - who would you tell? Students match scenarios with adults they might tell to get help. Possible
scenarios:
Who would you go to if …
• another child tried to: break the touching rule in the bathroom
• someone pulls down your swimming suit at a swimming pool
• breaks the touching rule in your car or on a bus
• touches your private body parts on the playground
• breaks the touching rule when you are at a friend’s house.

S2. Role-play different ways to get an adult’s attention to let them know you need their help.

S3. Use puppets to practice getting an adult’s attention and telling them about the touching problem.
S4. Play a “What would you do?” game involving teacher describing a scenario and students responding by what they
would do. Some sample scenarios could be:
• Alex was at his uncles' house, they were working on something; his uncle said they had a special game to play, he
called it the touching game. He said, "Let's take off our clothes and touch each other’s' private parts".
• A security guard asks for your help in his guard hut. He/she asks you to take off your clothes and play a game.
• A teaching assistant has been very kind to you and starts playing with your hair, holding you extra-long in a hug and
patting you on your bottom.

S5. Make a video where the students can enact the safety steps.

PSL GRADES 1 & 2

Concept 5 Secrets about Touching

Notes to the Teacher It is important for students to understand never to keep

secrets about touching. Explain to your children that there are two kinds of secrets: safe secrets
and unsafe secrets. Examples of safe secrets are birthday presents or special events. Safe
Skills
secrets make people happy and are fun. Secrets about touching are not safe and should never Learners will be
be kept. Abusers will put pressure on children to keep the abuse secret. Without secrecy, the able to:
abuse cannot continue. Reassure your children that it is okay to break a promise not to tell a • Tell about
secret about touching. Frequently remind children not to keep unsafe secrets. Ensuring that touching
students understand that it is never too late to tell a touching secret is also important even if secrets
the unsafe touching has gone on for a long time and it is an adult who is a family member or • Identify grown-
close friend. This encourages children to feel safe in disclosing abuse even if it has been going ups they can
on for a while. tell
• Understand
Knowing whom to tell is also important. At younger ages is it quite simply an adult they know, that it is never
and trust is a good start. Most importantly, tell children to keep telling until someone believes too late to tell
them. Help your children understand that if the first person they tell does not believe them, they • Understand
should tell someone else and keep telling until someone helps them. that it is never
a child's fault
Let your children know that they are in control of who touches their bodies and how. Once your
children fully understand the safety rule about touching teach them that it is never their fault if
someone else breaks that rule. When children are not afraid of getting into trouble, they are Vocabulary
more likely to tell when someone breaks the rule. secrets

Teaching Activities

1. Annie If you have the illustration use it to read and discuss the story Hold up the
Assessment questions
illustration for the class to see as you read.
1. Write the Touching
Rule.
Annie’s birthday is fast approaching and so Tina is busy thinking of a gift to give to her
2. Write one way that you
friend. Finally, Tina decided to give her a coloring book because she knows Annie likes
will tell someone that
to draw and color.
you don’t want them
to touch you.
Processing 3. Write the name of one
 How would you think Annie feels about the gift of Tina? adult who you can tell
 Is preparing for a birthday present a safe or unsafe secret? Why safe? Why unsafe? a problem to.
 What if Tina touched the private parts of Annie and tells Annie that it is their secret.
Is it a safe or unsafe secret? Why safe? Why unsafe? Cues for the teacher to
 What might Annie feel about that secret? take note of are Indications
 If Annie feels confused, sad, scared, or mad about that secret, what should Annie do? of discomfort with the
 What if Mario was shown pictures of people’s naked bodies and told to keep it a subject, especially fear
secret?

PSL GRADES 1 & 2

 Concept 5
Suggested Additional Teaching Activities
S1. Give students mirrors to practice being assertive and saying NO. Discuss what it looks like when you say "no"
(strong body language, convincing tone of voice, look offender in the eyes)

S2. In partners, practice telling someone about an instance where the touching rule was broken. Divide a paper into
thirds and draw pictures of what it sounds like, looks like, feels like to say no and tell someone who will help you.

S3. Make a list with the class of safe and unsafe secrets and make a chart on the board.

S4. Distribute pre-made cards (with secrets - some to keep, some you should tell an adult immediately) and students
decide if they should keep the secret or speak out.

S5. Broken telephone: teacher initiates and will pass on the secret (and will start again with different students). If it is
a secret that a student needs to tell an adult about the student should not pass it on to another student but stand up
and tell the teacher using a clear and loud voice as well as eye contact.

PSL GRADES 1 & 2