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K-10 Suggested Topics

To be Safe and Healthy-To Learn about oneself - To accept changes and differences

K

Private body parts and their names

Caring behaviours in groups and families

LEARNING STANDARDS: Names for Parts of the Body

  • male and female private parts

  • recognizing that nobody can touch your private parts without your consent

  • arms

  • legs

  • heart

  • muscles

RESOURCES:

SD20 Lessons & Scripts: An EVERY Body Introductory Script with teaching dolls (p.12-20)

Book: Keep and Speak Secrets

Video: My Body Rules Animation

Video: Consent

Book: Amazing You (pg. 1-16) by Gail Saltz

Book: My Body Belongs to Me from My Head to My Toes by Pro Familia

Early Warning Signs Poster

10 Body Safety Rules Poster

Resource: If Asked to Go . . . Shout NO! 

Kids in the Know Lessons 3 and 4

LESSONS:

 

Scientific Names for Body Parts

Bodies with a Penis -  Penis, Testicles, Scrotum

Every Body - naval, anus, mouth

Bodies with a Vulva - Vulva, Clitoris, Vagina

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

LEARNING STANDARDS: Identifying Caring Behaviors Among Classmates and Within Families

  • understanding personal space (e.g., body bubble)

  • asking for permission to touch or hug a person

  • respecting “no” or “stop”

  • showing respect for the boundaries of others

  • nurturing

  • providing guidance

  • loving

  • respecting

LESSONS:

 

Celebrating different families

Caring and respectful relationships

Respecting “no” or “stop”

Understanding personal space

RESOURCES:

Lesson Plan: Name Calling

Book: Tango Makes Three by Justin Richardson and Peter Parnell

 Lesson Plan: Tango Makes Three

 Book: A Family is a Family is a Family by Sara O’Leary

Lesson Plan: Open Parachute – Friendship Foundations + Brave Choices (Grade 1 Program)

1

Inappropriate and appropriate ways to be touched

LEARNING STANDARDS:

Appropriate (e.g., consensual touch that feels welcome and safe – medical checkups, high-fives) and Inappropriate (e.g., touch that hurts or makes us feel uncomfortable – being hit, touching of private parts)

ways of being touched

LESSONS:

 

Appropriate and inappropriate touching

Practice ok and not ok situations with KIK scenarios

 

Safe and unsafe behaviours and situations

Practice SHOUT NO with KIK Luring scenarios

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

RESOURCES:

Book: Keep and Speak Secrets

Video: My Body Rules Animation

Book: Amazing You (pg. 1-16) by Gail Saltz

Book: My Body Belongs to Me from My Head to My Toes by Pro Familia

Lesson: KIK – Okay Not Okay

Resource: KIK - Luring Scenarios

Resource: If Asked to Go . . . Shout NO! 

Early Warning Signs Poster

10 Body Safety Rules Poster

Kids in the Know Lessons 3 & 4

Factors that affect self-identity

LEARNING STANDARDS:

 Factors that affect self-identity

  • What factors contribute to how you see yourself?  

  • self-esteem

  • self-efficacy

  • cultural heritage

  • body image

LESSONS:

 

Recognizing how knowing our talents and giving compliments both support self-esteem

Understanding that gender stereotypes and how they impact our self-identity

2

3

Factors that affect self-identity

Worries and Fears

LEARNING STANDARDS:

 Factors that affect self-identity

  • could include:

  • cultural heritage

  • interests

  • media

  • Peers

  • How do the various changes you may be experiencing influence your relationships with others?

LESSONS:

 

Questioning Gender Stereotypes

LEARNING STANDARDS:

Relationship between worries and fears

  • Examples of factors that influence mental well-being:

    • self-esteem

    • self-efficacy

    • stress levels

    • personal interests

LESSONS:

 

Relationship between worries and fears

  • Examples of factors that influence mental well-being:

    • self-esteem

    • self-efficacy

    • stress levels

    • personal interests

RESOURCES:

Book: Wilma Jean the Worry Machine by Julia Cook

Lesson Plan: Feeling Sad

Lesson Plan: Open Parachute – Understanding Emotions (Grade 3 Program)

Kids in the Know Lesson 2

Private body parts names

LEARNING STANDARDS :

Names for Parts of the Body

  • male and female private parts

  • recognizing that nobody can touch your private parts without your consent

  • arms

  • legs

  • heart

  • muscles

LESSONS:

 

Scientific Names for Body Parts

Bodies with a Penis -  Penis, Testicles, Scrotum

Every Body - naval, anus, mouth

Bodies with a Vulva - Vulva, Clitoris, Vagina

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

RESOURCES:

SD20 Lessons & Scripts: An EVERY Body Introductory Script with teaching dolls (p.12-20)

Book: Keep and Speak Secrets

Video: My Body Rules Animation

Video: Consent

Book: Amazing You (pg. 1-16) by Gail Saltz

Book: My Body Belongs to Me from My Head to My Toes by Pro Familia

Early Warning Signs Poster

10 Body Safety Rules Poster

Resource: If Asked to Go . . . Shout NO!

Kids in the Know Lessons 3 and 4

Emotions and their causes and effects

LEARNING STANDARDS :Understand emotions and their effects + Identify feelings and worries

  • understand personal space (e.g., body bubbles)

  • asking for permission to touch or hug a person

  • respecting “no” or “stop” 

  • showing respect for the boundaries of others

LESSONS:

Understanding our feelings

Getting Along

Resolving Conflicts

RESOURCES:

Activity Book: *Big Feelings Come and Go

Lesson Plan: Mindful breathing 

Lesson Plan: Getting Along

Lesson Plan: Conflict Resolution

Kids in the Know Lesson 1

Lesson Plan: Open Parachute – When Things Are Not Okay (Grade 1 Program)

Emotions and their causes and effects

LEARNING STANDARDS :Understand emotions and their effects + Identify feelings and worries

  • understand personal space (e.g., body bubbles)

  • asking for permission to touch or hug a person

  • respecting “no” or “stop” 

  • showing respect for the boundaries of others

LESSONS:

Understanding our feelings

Getting Along

Resolving Conflicts

RESOURCES:

Activity Book: *Big Feelings Come and Go

Lesson Plan: Mindful breathing 

Lesson Plan: Getting Along

Lesson Plan: Conflict Resolution

Kids in the Know Lesson 1

Lesson Plan: Open Parachute – Overcoming Worries & Doubts + Exploring Emotions (Grade 2 Program)

Nature and consequence

of bullying

Developing positive relationships

LEARNING STANDARDS :

Nature and consequences of bullying and Describe and apply strategies for developing and maintaining positive relationships

Nature and consequences of bullying 

  • cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.

Describe and apply strategies for developing and maintaining positive relationships

  • How does acknowledging similarities and differences between you and your peers influence your relationships with them?

  • understanding that characteristics of positive relationships may include:

    • kindness

    • mutual respect

    • trust and honesty

    • being safe from harm

    • consensual

    • feeling valued

    • feeling supported

    • setting healthy boundaries

  • developing an initial understanding of consent:

    • understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries)

    • ensuring affirmative consent (yes means yes) and obtaining permission before doing things

    • saying “no” and “stop” in respectful and assertive ways

LESSONS:

Nature and consequences of bullying 

Accepting differences

 

Practice expressing kindness to peers

Identifying the positives of being different from peers

 

Understanding that families have different structures and compositions

 

Speaking up against unkind behaviour

 

Describe and apply strategies for developing and maintaining positive relationships

 

Establishing boundaries 

 

Appropriate and inappropriate behaviour

 

Understanding consent

 

Communicating clearly in friendships

RESOURCES:

Nature and consequences of bullying 

Book: In Our Mothers’ House by Patricia Polacco 

Lesson Activities: In Our Mothers’ House 

Lesson Plan: What is a Family? 

Lesson Plan: Open Parachute – Being Inclusive of Others (Grade 3 Program)

 

Describe and apply strategies for developing and maintaining positive relationships

Video: Consent for Kids 

Lesson Plan: Open Parachute – Maintaining Strong Relationships + Building Friendships (Grade 3 Program)

Kids in the Know Lesson 4

Identify and describe a variety of unsafe or uncomfortable situations

LEARNING STANDARDS :

Identify and describe a variety of unsafe and/or uncomfortable situations

  • What are some factors that might make a situation unsafe and/or uncomfortable?

  • identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)

  • identifying trusted adults versus strangers

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

LESSONS:

 

Safe and unsafe behaviours and situations

Practice SHOUT NO with KIK Luring scenarios

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

Calling 911

What to do when lost KIK Lesson

RESOURCES:

Book: KIK - Keep and Speak Secrets

Activity Sheet: Calling 911

Book: My Body, What I Say Goes! by Jayneen Sanders

Lesson: KIK – Okay Not Okay

Resource: KIK - Luring Scenarios

Resource: If Asked to Go . . . Shout NO! 

Early Warning Signs Poster

10 Body Safety Rules Poster

Resource: 911 Emergency

Kids in the Know Lessons 3 and 4

Emotions and their causes and effects

Caring behaviours in groups and families

LEARNING STANDARDS :

Identifying Caring Behaviors Among Classmates and Within Families

  • understand personal space (e.g., body bubbles)

  • asking for permission to touch or hug a person

  • respecting “no” or “stop” 

  • showing respect for the boundaries of others

LESSONS:

 

Celebrating different families

Caring and respectful relationships

Respecting “no” or “stop”

Understanding personal space

Understanding unkind actions

RESOURCES:

Lesson Plan: What is a Family

 Book: Families, Families, Families by Suzanne Lang

 Book: You Hold Me Up by Monique Gray Smith

Book: All Are Welcome by Alexandra Penfold

Book: PERSONAL SPACE picture book

Lesson Plan: Open Parachute – Caring Classrooms (Kindergarten Program)

LEARNING STANDARDS :

Understanding Emotions and their effects

LESSONS:

 

Identify and label feelings

Recognizing feelings in others

RESOURCES:

Lesson: Kids in the Know - Feelings

Book: In My Heart: A Book of Feelings

Book: Even Superheroes Have Bad Days

Book: Trudy’s Rock Story

Lesson Plan: Open Parachute – Caring Classrooms (Kindergarten Program)

Strategies for accessing health information

LEARNING STANDARDS :

 Strategies for accessing health information

  • accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information

  • using judgment and being cautious at all times when seeking an adult for information

LESSONS:

 

Trusted Adult: We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

 

Talking to a trusted adult

Understanding that feelings are important messages that help us figure out what we need

Calling 911

RESOURCES:

10 Body Safety Rules Poster

Kids in the Know Lesson 2 

Lesson Plan: Open Parachute – Speaking Up (Grade 2 Program)

Identify and describe a variety of unsafe or uncomfortable situations

LEARNING STANDARDS :

Identify and describe a variety of unsafe and/or uncomfortable situations

  • What are some factors that might make a situation unsafe and/or uncomfortable?

  • identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)

  • identifying trusted adults versus strangers

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

LESSONS:

 

Safe and unsafe behaviours and situations

Practice SHOUT NO with KIK Luring scenarios

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

Calling 911

What to do when lost KIK Lesson

RESOURCES

Activity Sheet: Calling 911

Lesson: KIK – Okay Not Okay

Resource: KIK - Luring Scenarios

Resource: If Asked to Go . . . Shout NO! 

Early Warning Signs Poster

10 Body Safety Rules Poster

Resource: 911 Emergency 

Book: *Billy Brings His Buddies

Online Activities: Billy Brings His Buddies

Book: *Cosmo Trusts His Instincts

Kids in the Know Lessons 5 & 6

Inappropriate and appropriate ways to be touched

LEARNING STANDARDS :

Appropriate (e.g., consensual touch that feels welcome and safe – medical checkups, high-fives) and inappropriate (e.g., touch that hurts or makes us feel uncomfortable – being hit, touching of private parts)

ways of being touched

LESSONS:

 

Appropriate and inappropriate touching

Practice ok and not ok situations with KIK scenarios

 

Safe and unsafe behaviours and situations

Keep and Speak with KIK scenarios 

Practice SHOUT NO with KIK Luring scenarios

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

RESOURCES:

Book: Keep and Speak Secrets

Video: My Body Rules Animation

Book: Amazing You (pg. 1-16) by Gail Saltz

Book: My Body Belongs to Me from My Head to My Toes by Pro Familia

Lesson: KIK – Okay Not Okay

Resource: KIK - Luring Scenarios

Resource: If Asked to Go . . . Shout NO! 

Early Warning Signs Poster

10 Body Safety Rules Poster

\Kids in the Know Lessons 5 and 6

Identify and describe a variety of unsafe or uncomfortable situations

LEARNING STANDARDS :

Identify and describe a variety of unsafe and/or uncomfortable situations

  • What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?

  • developing strategies for establishing boundaries in unsafe or uncomfortable situations:

  • saying now you feel

  • asking for what you need

  • disagreeing respectfully

  • saying no without guilt

  • speaking up for yourself and others when safe to do so

  • removing yourself from an unsafe or uncomfortable situation

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

LESSONS:

 

Safe and unsafe behaviours and situations

Practice SHOUT NO with KIK Luring scenarios

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

Calling 911

What to do when lost KIK Lesson

RESOURCES:

Book: Let’s Talk About Bodies, Boundaries, Consent, and Respect by Jayneen Sanders

Book: *Billy Brings His Buddies

Book: *Tulee Means Business

Book: Boys, Girls and Body Science by Meg Hickling

Video: Keep Private Parts Private 

Book: *Keep and Speak Secrets

Video: Consent for Kids

Resource: Common Lures

Kids in the Know Lessons 3, 4, 5, 6

Lesson Plan: Open Parachute – Setting Boundaries in Friendships (Grade 2 Program)

Strategies for hazardous, unsafe or abusive situations

LEARNING STANDARDS :

Strategies and skills to use in potentially hazardous, unsafe or abusive situations

  • developing strategies such as:

  • using a strong voice to set boundaries and saying “no,” “stop,” “I don’t like this”

  • calling out for help and getting away if possible

  • telling a trusted adult about an unsettling or dangerous situation until you get help

  • not giving out personal information (e.g., to strangers, on the Internet).

  • What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?

  • developing strategies for establishing boundaries in unsafe or uncomfortable situations:

    • saying now you feel

    • asking for what you need

    • disagreeing respectfully

    • saying no without guilt

    • speaking up for yourself and others when safe to do so

    • removing yourself from an unsafe or uncomfortable situation

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

  • cultivating an awareness of power imbalances and how they can impact issues of consent and boundaries

LESSONS:

 

  • Keep and Speak Secrets

  • Assertiveness

  • Online Safety

  • The Buddy System

  • Body Parts Review

  • Boundaries and Consent

RESOURCES:

Book: Keep and Speak Secrets 

Book: Let’s Talk About Bodies, Boundaries, Consent, and Respect by Jaleen Sanders 

 

Book: *Baxter Bunny Brings His Buddies 

 

Book:*Tulee Means Business 

 

Book:*Cosmo Trusts His Instincts 

 

Video: Keep Private Parts Private  

 

Video: Consent for Kids 

 

Resource: Common Lures 

 

Book: Zoe & Molly Online: Stuck in a Weird Spot 

 

Resources: Zoe & Molly Online  

 

SD68 Lessons:  

Body Safety, Safe/unsafe/secret Touch, Body Parts 

 

SD20 Lessons & Scripts: 

An EVERY Body Introductory Script with teaching dolls (p.12-20) 

 

Kids in the Know Lessons 1, 4, 7, 8, 6, 5

Strategies for accessing health information

LEARNING STANDARDS :

 Strategies for accessing health information

  • identifying and accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information and safety signs

  • using judgement and being cautious at all times when seeking an adult for information

  • Where can you find health information when you are at school?

  • identifying and accessing sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch of abuse

LESSONS:

 

Identifying an adult you can go to for help

Practicing safety strategies

Strategies for communicating medical concerns

LEARNING STANDARDS:

Describe strategies for communicating medical concerns and getting help with health issues

  • Who can you speak with if you have concerns about health issues and/or are unsure about medical instructions? 

  • Sources of health information and support services

    • Could include:

      • Medical professionals

      • Trusted adults

      • Medical clinics

      • Community support services

LESSONS:

 

Identify your community of support

5

Understanding communicable and non-communicable illnesses.

Body image and Social 

Media

LEARNING STANDARDS:

  • Illnesses that can be spread or contracted from person to person vs. illnesses that cannot be “caught” from someone else

  • Examine and explain how health messages can influence behaviours and decisions 

  • How might health messages in the media influence your behaviour? 

  • Examples of factors that influence mental well-being: 

  • self-esteem

  • self-efficacy

  • stress levels

  • personal interests

  • Media messaging and body image 

  • health-related messages that are communicated through media sources, such as the Internet, and magazines.

LESSONS:

 

  • Communicable Diseases 

  • Understanding Germs

  • Gender stereotypes

  • Peer Pressure

  • Social Media can contribute to self-doubts

  • Thinking critically online

  • Talking to Kids about Media and Body Image

    • Food Advertising

4

Strategies for communicating medical concerns

LEARNING STANDARDS:

Describe strategies for communicating medical concerns and getting help with health issues

  • Who can you speak with if you have concerns about health issues and/or are unsure about medical instructions? 

  • Sources of health information and support services

    • Could include:

      • Medical professionals

      • Trusted adults

      • Medical clinics

      • Community support services

LESSONS:

 

Identify your community of support

6

Strategies for managing changes during puberty

LEARNING STANDARDS :

 Explore and describe strategies for managing physical, emotional, and social changes during puberty, including those involving sexuality and sexual identity

  • recognizing how students’ bodies are growing and changing during puberty

  • acknowledging how students’ thoughts and feelings might evolve or change during puberty

  • understanding how students interact with others and how their relationships might evolve or change during puberty

  • How do the various changes you may be experiencing during puberty influence your relationships with others?

  • identifying changes to body and self-concept

  • recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviors or play evolve with newer boundaries)

LESSONS:

 

  • All bodies start with similar anatomy in utero, forming from 8 weeks onward into “sex assigned at birth”: female, male, intersex

    • female: vulva, ovaries, clitoris. 

    • male: penis, scrotum, testicles. 

    • intersex: variations in reproductive or sex anatomy

 

  • Breasts and areolas, clitoris>penis, ovaries>testicles, labia>scrotum, urethra, anus, fallopian tubes>vas deferens, ova>sperm, semen/vaginal fluid

 

  • Puberty takes about 6 years to fully develop. Pituitary in brain stimulates production of estrogen and testosterone: Emotional, Social, Physical, Mental changes. (sleep hygiene), when to get help (8 dimensions activity)

    • Changes all bodies experience: hair in armpits/pubic area, sweat, body odor, oil production, acne, mood swings: mads/sads/glads, sex drive, self stimulation/masturbation

    • Changes due to estrogen (ovaries) breast dev’t, vaginal discharge, menstruation 

    • Changes due to testosterone (testicles): erections, wet dreams, voice changes, hair growth,  

      • Demo items in a hygiene kit

 

  • Demo use of menstrual products: pads, tampons etc

 

  • Hygiene: Bathing, managing body odor, oral care, preventing bladder/fungal infections, safe use of razors

RESOURCES:

Lesson Plans: Puberty Guide (pg. 4-26) 

Lesson Plans: Puberty Changes and Coping with Puberty 

SD68 Lessons: 

Puberty Basics: Physical Changes 

 

SD20 Lessons: 

Follow-up after Sexual Health Education Discussions 

Ask an Adult

Strategies for avoiding unsafe, abusive or exploitive situations

LEARNING STANDARDS :Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations

LESSONS:

Respecting personal boundaries

Common Lures

Private vs. personal information

Caution when playing games online

Home Alone Safety

What touch breaks boundaries

Understanding communicable and non-communicable illness

LEARNING STANDARDS :

Identify and describe a variety of unsafe and/or uncomfortable situations

  • What are some factors that might make a situation unsafe and/or uncomfortable?

  • identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)

  • identifying trusted adults versus strangers

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

LESSONS:

 

  • Communicable vs. non-communicable diseases and illnesses

  • Prevention Practices

RESOURCES:

Lesson: Communicable Diseases (pg.49-55) 

Resource: Don’t Share Germs 

Book: Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome 

Kids in the Know Lessons

LEARNING STANDARDS :

Identify and describe a variety of unsafe and/or uncomfortable situations

  • What are some factors that might make a situation unsafe and/or uncomfortable?

  • identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)

  • identifying trusted adults versus strangers

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

LESSONS:

 

Safe and unsafe behaviours and situations

Practice SHOUT NO with KIK Luring scenarios

 

Body Safety Rules

No one can touch your body parts or show you pictures of body parts without your consent

You must never touch another person’s private body parts

Early warning signs

If Asked to Go . . . Shout No!

 

Trusted Adult

We have grown-ups in our life we can go to for help. Who are the grownups you can go to for help: at school?, at home?, at daycare?, where else?

Calling 911

What to do when lost KIK Lesson

RESOURCES:

Book: KIK - Keep and Speak Secrets

Activity Sheet: Calling 911

Book: My Body, What I Say Goes! by Jayneen Sanders

Lesson: KIK – Okay Not Okay

Resource: KIK - Luring Scenarios

Resource: If Asked to Go . . . Shout NO! 

Early Warning Signs Poster

10 Body Safety Rules Poster

Resource: 911 Emergency

Strategies for responding to bullying, discrimination and violence

LEARNING STANDARDS:

Strategies for responding to bullying, discrimination, and violence and Describe and apply strategies for developing and maintaining positive relationships

  • cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.

  • assessing the situation, avoiding, being assertive, reporting, seeking help

  • Describe and assess strategies for responding to discrimination, stereotyping, and bullying

  • What resources exist in your school to help students who are being bullied? 

  • cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expressions, sexuality, race, religion, or ethnicity, etc. 

  • understanding that characteristics of positive relationships may include:

    • kindness

    • mutual respect

    • trust and honesty

    • safety from harm

    • consensual

    • feeling valued

    • feeling supported

    • healthy boundaries

  • demonstrating an initial understanding of consent:

    • understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries)

    • ensuring affirmative consent (yes means yes) and obtaining permission before doing things

    • saying “no” and “stop” in respectful and assertive ways

LESSONS:

 

Discussing Equity Issues

Understanding our unique differences

Define and explain characteristics of bullying

Learn strategies to handle or overcome bullies

Understanding the impact of being unkind to others

Showing compassion and empathy

Getting to know personal boundaries

Making responsible decisions to maintain healthy relationships

RESOURCES:

Video: What is Bullying? 

 

Lesson: Kids Health - Bullying 

 

Resource: Discussing Equity Issues 

 

Lesson Plan: Open Parachute –Embracing Our Unique Classroom Community (Grade 4 Program) 

 

Lesson Plan: Open Parachute – Friendship Toolbox and Healthy Friendships (Grade 4 Program) 

 

Kids in the Know Lesson 4

Managing physical, emotional and social changes

LEARNING STANDARDS :

Explore and describe strategies for managing physical, emotional, and social changes during puberty, including those involving sexuality and sexual identity 

  • How do the various changes you may be experiencing during puberty influence your relationships with others?

  • identifying changes to body and self-concept

  • recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviours or play evolve with newer boundaries)

  • recognizing how students’ bodies are growing and changing during puberty

  • acknowledging how students’ thoughts and feelings might evolve or change during puberty

  • understanding how students interact with others

  • Changes that occur during puberty, including those involving sexuality and sexual identity (a component of a person’s identity that reflects his or her sexual self-concept)

LESSONS:

  • Puberty and hygiene

  • Physical changes during puberty

  • Puberty kits

  • Awareness of emotions and how feelings are separate from behaviours

  • Managing changes during puberty

RESOURCES:

Lesson Plans: Puberty Guide 

Lesson Plans: Puberty Changes and Coping with Puberty 

 Lesson Plan: Open Parachute – Staying True to Yourself (Grade 4 Program) 

SD68 Lessons: 

Puberty Basics: Physical Changes 

Sexual Identity 

SD20 Lessons: 

Follow-up  

Ask an Adult 

Kids in the Know Lesson 2

Hazardous and potentially unsafe situations

LEARNING STANDARDS

strategies and skills to use in potentially hazardous, unsafe or abusive situations, including identifying common lures or tricks used by potential abusers

  • Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations

  • What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?

  • developing strategies for establishing boundaries in unsafe or uncomfortable situations: 

    • saying how you feel

    • asking for what you need 

    • disagreeing respectfully

    • saying no without guilt

    • speaking up for yourself and others when safe to do so

    • removing yourself from an unsafe or uncomfortable situation

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

  • cultivating an awareness of power imbalances and how they can impact issues of consent and boundaries

LESSONS:

 

Common Lures

Seven Root Safety Strategies

Identifying safe grown-ups and how to get help

Distinguishing between safe and unsafe secrets/boundaries

Staying safe while home alone and reducing risks of victimization

Personal vs. private information online

Strategies for managing changes during puberty

LEARNING STANDARDS :

Explore and describe strategies for managing physical, emotional, and social changes during puberty, including those involving sexuality and sexual identity 

  • recognizing how students’ bodies are growing and changing during puberty

  • acknowledging how students’ thoughts and feelings might evolve or change during puberty

  • understanding how students interact with others and how their relationships might evolve or change during puberty

  • How do the various changes you may be experiencing during puberty influence your relationships with others?

  • identifying changes to body and self-concept

  • recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviors or play evolve with newer boundaries)

LESSONS:

 

  • All bodies start with similar anatomy in utero, forming from 8 weeks onward into “sex assigned at birth”: female, male, intersex

    • female: vulva, ovaries, clitoris. 

    • male: penis, scrotum, testicles. 

    • intersex: variations in reproductive or sex anatomy

 

  • Breasts and areolas, clitoris>penis, ovaries>testicles, labia>scrotum, urethra, anus, fallopian tubes>vas deferens, ova>sperm, semen/vaginal fluid

 

  • Puberty takes about 6 years to fully develop. Pituitary in brain stimulates production of estrogen and testosterone: Emotional, Social, Physical, Mental changes. (sleep hygiene), when to get help (8 dimensions activity)

    • Changes all bodies experience: hair in armpits/pubic area, sweat, body odor, oil production, acne, mood swings: mads/sads/glads, sex drive, self stimulation/masturbation

    • Changes due to estrogen (ovaries) breast dev’t, vaginal discharge, menstruation 

    • Changes due to testosterone (testicles): erections, wet dreams, voice changes, hair growth,  

      • Demo items in a hygiene kit

 

  • Demo use of menstrual products: pads, tampons etc

 

  • Hygiene: Bathing, managing body odor, oral care, preventing bladder/fungal infections, safe use of razors

RESOURCES:

Lesson Plans: Puberty Guide (pg. 4-26) 

Lesson Plans: Puberty Changes and Coping with Puberty 

SD68 Lessons: 

Puberty Basics: Physical Changes 

 

SD20 Lessons: 

Follow-up after Sexual Health Education Discussions 

Ask an Adult 

Lesson Plan: Open Parachute – Things We Can and Can’t Control (Grade 5 Program)

Strategies for avoiding unsafe or exploitive situations

LEARNING STANDARDS :Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations

  • understand personal space (e.g., body bubbles)

  • asking for permission to touch or hug a person

  • respecting “no” or “stop” 

  • showing respect for the boundaries of others

LESSONS:

Respecting personal boundaries

Common Lures

Private vs. personal information

Caution when playing games online

Home Alone Safety

What touch breaks boundaries

Understanding communicable and non-communicable illness

LEARNING STANDARDS :

Identify and describe a variety of unsafe and/or uncomfortable situations

  • What are some factors that might make a situation unsafe and/or uncomfortable?

  • identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)

  • identifying trusted adults versus strangers

  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)

LESSONS:

 

  • Communicable vs. non-communicable diseases and illnesses

  • Prevention Practices

RESOURCES:

Lesson: Communicable Diseases (pg.49-55) 

Resource: Don’t Share Germs 

Book: Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome

Practices that reduce the risk of contracting STD's

LEARNING STANDARDS:

Practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases

  • Including 

    • gonorrhea

    • chlamydia

    • herpes

    • HIV/AIDS

    • hepatitis B and C

    • meningococcal C

  • Sources of health information

    • medical professionals

    • professionally produced health pamphlets

    • eHealth information

    • community support services

LESSONS:

 

Communicable vs. Non-Communicable diseases

Understanding and preventing STBBIs

Define and differentiate between HIV and AIDS

RESOURCES:

Lesson Plan: Elementary School Sexual Health Manual - Lesson 7, Communicable Diseases (p. 130-157) 

 Video: The ABC’s of STD’s 

7

Strategies managing changes during puberty

LEARNING STANDARDS :

Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence

  • How do the various changes you may be experiencing during puberty and adolescence influence your relationships with others?

  • developing strategies for managing growth and changing bodies during puberty

  • identifying how thoughts and feelings might evolve or change during puberty (e.g., romantic feelings replacing friendship and changing dynamics and boundaries within relationships)

  • considering how students interact with others and how their relationships might evolve or change during puberty and adolescence 

  • demonstrating an understanding that any intimate activities (including those involving intimate images) must be consensual

LESSONS:

Describe physical, emotional and social changes that occur during puberty; e.g. menstruation, secondary sexual characteristics, changing identity and moods. 

Understanding romantic relationships vs. friendships

Understanding Puberty

Reproductive systems

Puberty Kit

Physical changes during puberty

RESOURCES:

Lesson Plan: Puberty: Changes in Me  

 

Lesson Plan: More Than Friends: Understanding Romantic Relationships  

 

Lesson Plan: Open Parachute – Finding Your Values and Striving for Your Own Greatness (Grade 7 Program)  

SD20 Lessons: 

Body Science and Puberty  

 

Puberty Interview – Ask an Adult  

 

The Puberty Kit 

 

SD68 Lessons: 

Puberty Basics: Physical Changes

Explore the impact of transition and change on identities

LEARNING STANDARDS :

Explore the impact of transition and change on identities, including sexual identity, gender, values, and beliefs

  • Influences of physical, emotional, and social changes on identities and relationships

    • problems sleeping

    • restlessness

    • loss of appetite and energy

    • wanting to be away from friends and/or family

    • how students’ bodies are growing and changing during puberty and adolescence (e.g., identifying changes to body and self-concept)

    • how students’ thoughts and feelings might evolve or change during puberty and adolescence (e.g., managing impulses and intense feelings)

    • how students interact with others and how their relationships might evolve or change during puberty and adolescence (e.g., recognizing that personal boundaries may change over time and ongoing consent is required; demonstrating situational awareness and responding to social cues – such as changes in mood)

LESSONS:

 

Understanding the four traits of “every body”: 

  • sex

  • gender identity

  • gender expression

  • sexual orientation

 

Identify the effects of social influences on sexuality, gender roles, and equity

  • Exploring media influences

  • Gender roles and stereotyping

 

Understanding gender identity terms:cisgender, transgender, and gender fluid, gender queer, and gender non-conforming.

Strategies for avoiding unsafe or exploitive situations

LEARNING STANDARDS:

 Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations

LESSONS:

 

  • developing strategies for establishing boundaries in unsafe, abusive, or exploitative situations on the internet, at school and in the community: 

  • recognizing behaviours used by abusers or groomers 

  • cultivating an awareness of power imbalances, sexual harassment, intimate partner violence and exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit)

RESOURCES:

Pressure, Consent and Making Good Choices, Open Parachute, Grade 8 Lessons

Identifying Healthy and Unhealthy Personal Boundaries, Kids in the Know, Lesson 3  

Sextortion PPT and What’s the Deal, Kids in the Know, Activity Book

Online safety erase cyberbullying 

 

Online safety Foundry.bc  


Internet Safety, Supporting Student Health, p. 16-19,

8

Healthy decision making

LEARNING STANDARDS :