Content Area: Health and Physical Education

 

Index: 2.1E Grade 2 CPI 3

 

Standard: 2.1 - Wellness

 

Strand: E -  Safety

 

Cumulative Progress Indicator: 3 - The student will distinguish among "good/safe touch," "bad/unsafe touch," and "confusing touch" and explain what to do if touching causes uncomfortable feelings.

 

Grade: 2

 

Sample Activities:

 

·        SAFE HELPERS - Ask students to define the word safe. Write definitions on the board. Ask students to relate times when they feel safe and write those on the board. Then tell the class that they will be working with some older students who will help them decide what to do in situations that might not make them feel safe. Divide the class into small groups with a peer educator assigned to each group. The peer educator helps keep the group on track, offers suggestions to group members, and helps them think through the problem. Give each group a situation such as:
-        You are playing on the playground when a man approaches you and asks for directions.
-        Your friends dare you to touch a downed electrical wire.
-        You are walking home alone and have to cross a busy intersection without a crossing guard.
-        Your baby-sitter leaves you alone in your apartment while she visits friends.
-       Someone you do not know calls your name and tells you to come with him/her; the person tells you your mom is sick.

Students answer the following questions about each situation:
1. What is the problem?
2. How do I feel?
3. What should I do to feel safe?
4. What are my choices?
5. Who can I trust to help me?

Each group presents their situation with the help of the peer educator. As a culminating activity, each group creates a “People We Trust” collage for display.

 

·        MY BODY, MY HOME - Begin this activity with a rendition of a song such as “Head, Shoulders, Knees and Toes”. With each verse add new parts of the body to the song. Make a list on the board of all the body parts mentioned. Explain that our bodies are made up of many small parts that work together to keep us healthy and help us grow into adults. During the song, there were certain parts of the body that were not included. Ask students if they know the names of some of those body parts. Explain that the class did not touch their private parts (those covered by a bathing suit or underwear). Use two anatomically correct dolls (or felt figures) wearing bathing suits or underwear to discuss the correct names for these body parts. Reinforce the correct terms and review what private means. Remind students that people should only touch the private parts of their body when they are in a private place (e.g., bathroom).