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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)