Boundary Map Worksheet Boundary Bubble Basics
Lesson 1: Defining Physical and Emotional Boundaries
Name:
Date:
What is a Boundary?
A boundary is an invisible line that tells others how you want to be treated and how much space you need to feel safe and comfortable. Think of it like a protective bubble around your body and your feelings!
Safe & Secure
Boundaries help keep our bodies and hearts safe.
My Physical Space Map
Draw yourself in the center. Then, use colors to show who is allowed in each "layer" of your bubble.
Public Space (Strangers)
Social Space (Acquaintances)
Close Space (Family/Friends)
ME
Comfort Zone Notes:
What makes a space feel "too close"?
Feeling Words:
How do I feel when my bubble is respected?
Emotional Boundaries
Boundaries aren't just about touch. They are also about our feelings, thoughts, and privacy. Circle the situations below where someone is NOT respecting an emotional boundary.
A friend asks if they can read your private journal without permission.
A classmate tells everyone a secret you shared only with them.
Someone keeps asking you "What's wrong?" after you said you don't want to talk yet.
A sibling knocks on your bedroom door and waits for you to say "Come in."
Boundary Bubble Slides Boundary Bubble
Learning to Protect Your Personal Space
Health & Safety
Grade 4
The Invisible Bubble Challenge
"Imagine you are surrounded by a giant, clear, shimmering bubble. It stretches out as far as your arms can reach!"
Stand up and spread your arms.
Spin in a circle. This is your space.
What is a Boundary?
Physical
Rules about touch and how close people stand to you.
Emotional
Rules about your feelings, words, and privacy.
Verbal
The words you use to say what is okay and what isn't.
Boundaries = Limits that keep you safe!
The Layers of Trust
Who is allowed in?
Inner Circle
People you know well and trust (Family, close friends).
Middle Circle
Acquaintances you are friendly with (Teammates, neighbors).
Outer Circle
Strangers or people you don't know yet.
ME
How to Respect a Bubble
Look for Clues
Does the person look comfortable? Are they backing away?
Always Ask
"Can I give you a hug?" or "Can I look at that?"
Wait for the 'Yes'
If they say no, or don't say anything, stop right away.
Discussion Question:
"How does it feel when someone enters your bubble without asking?"
Boundary Practice Guide Teacher Resource Boundary Practice Guide
Teacher Facilitation Resource • Lesson 1
Instructional
Learning Objectives
Define "personal boundary" in simple, age-appropriate terms.
Identify physical and emotional personal space.
Describe physical cues that signal a boundary violation (body language).
Materials Needed
Hula Hoops (optional)
Lesson Slides
Boundary Map Worksheet
Activity: The Invisible Bubble Challenge 15 Minutes
1. Visualization
Ask students to stand up and close their eyes. Ask them to imagine a shimmering, transparent bubble surrounding them. Instruct them to reach their arms out—this is the edge of their bubble.
2. Movement
Have students walk around the room with their "bubbles" out. If two students' bubbles touch, they must both stop and step back until their bubbles are no longer touching.
Discussion Prompt: "How did it feel when you had to move to keep your bubble safe? Was it easy or hard to be aware of everyone else's bubble?"
Key Vocabulary
Personal Space
The physical area around your body where you feel comfortable and safe.
Privacy
Keeping your body and your feelings safe from people you don't want to share with.
Scenarios to Explore
Someone looks over your shoulder while you're writing in your journal. (Emotional)
A classmate tries to take a bite of your sandwich. (Physical/Resource)
Someone stands so close you can feel their breath. (Physical)
Pro-Tip for 4th Grade:
Remind students that boundaries can change depending on who they are with. A boundary with a best friend might be different than a boundary with a person they just met.
Friendship Pizza Worksheet The Friendship Pizza
Lesson 2: Healthy vs. Unhealthy Ingredients
Name:
Date:
The Chef's Challenge
Just like a pizza needs fresh ingredients to taste good, a friendship needs healthy behaviors to stay strong! Use the ingredient list below to build your perfect friendship pizza.
Great Friend
RECIPE BY ME
Fresh Ingredients
Write the "Healthy Ingredients" inside the pizza. Leave the "Rotten Ingredients" in the trash can below!
Listening
Ignoring You
Sharing
Teasing Meanly
Honesty
Telling Secrets
Kind Words
Excluding Others
Respecting Space
Pressure to do Unsafe Things
The Trash Can
Rotten Ingredients
Red Flag Alert!
If a "friend" keeps using rotten ingredients even after you ask them to stop, that's a Red Flag . What is one thing you can do if you notice a Red Flag in a relationship?
Friendship Recipe Slides Relationship Recipes
What makes a friendship taste great?
Fresh or Rotten?
Just like a pizza, a friendship is made of different parts. Some are delicious (Healthy) and some make us feel sick (Unhealthy).
"We choose the ingredients we let into our lives!"
Healthy
Unhealthy
The "Fresh" Ingredients
Listening
Respecting No
Kind Words
Honesty
Including Others
Sharing
The "Rotten" Ingredients
Red Flags:
Mean Teasing
Keeping Bad Secrets
A Red Flag is a warning sign that tells your brain:
Quick Scenario!
"Maya's friend tells her she can't play with anyone else at recess, or they won't be her friend anymore."
Rotten Ingredient!
What should Maya do? Who can she talk to?
Relationship Case Studies Guide Teacher Resource Relationship Analysis Guide
Teacher Resource • Lesson 2: Case Studies
Case Study
Analyzing the "Recipe"
Use these case studies to help students apply their knowledge of "Fresh" and "Rotten" ingredients in real-world peer scenarios. Encourage them to look for Red Flags and discuss potential solutions.
Case Study #1: The Exclusive Club Peer Pressure
Scenario
"Jordan and Leo are best friends. Leo tells Jordan that he can only stay in their 'Super Secret Club' if Jordan agrees to ignore Sam during lunch. Jordan likes Sam and thinks he's nice, but he doesn't want to lose Leo's friendship."
Analysis Points
Rotten Ingredient: Exclusion and control.Red Flag: Threatening to end a friendship to force a behavior.Solution: Jordan should tell Leo, "I like our club, but it's not okay to be mean to Sam. I'm going to talk to him today."
Case Study #2: The Borrowed Eraser Boundary Crossing
Scenario
"Sarah constantly takes pens and erasers out of Chloe's pencil case without asking. When Chloe asks for them back, Sarah laughs and says, 'Don't be such a baby, we're friends!'"
Analysis Points
Rotten Ingredient: Disrespecting physical boundaries/property.Red Flag: Name-calling ("baby") to dismiss Chloe's feelings.Solution: Chloe can say, "It's not about being a baby, it's about asking before you touch my stuff. Please ask next time."
Class Discussion Deep-Dive
1. Intent vs. Impact
Explain that sometimes a friend might not mean to be unhealthy, but their actions still have a negative impact. How do we tell the difference?
2. The "Gut Feeling"
Ask: "How does your body feel when you notice a rotten ingredient? Does your stomach feel tight? Do you feel nervous?" (Pre-cursor to Lesson 4).
Power of No Practice Sheet The Power of "No"
Lesson 3: Assertive Communication Workshop
Name:
Date:
What is Assertiveness?
Being assertive means standing up for yourself in a way that is clear, firm, and respectful. It is not being mean (aggressive), and it's not being quiet when you're uncomfortable (passive).
Passive
"I guess it's okay... if you want."
Assertive
"No, I don't want to do that. Please stop."
Aggressive
"Get away! You're so annoying!"
Your Voice is Your Shield
Sentence Stem Workshop
Practice writing assertive responses to these situations using the stems provided.
1
A friend asks to borrow your favorite pencil, but you're worried they'll lose it.
Stem: "I'm not comfortable with ______ because ______."
2
Someone is tickling you and you want them to stop.
Stem: "Stop. I don't like ______."
3
An older student asks you to go somewhere secret with them.
Stem: "No. I have to ______ first."
Ask Before You Act
The Golden Rule of Consent
Before entering someone's bubble or using their things, you MUST ask for permission. If they say no, respect it right away!
Asking "Can I...?" Waiting for a "Yes"
Assertive Voice Slides The Power of Voice
How to say "No" and mean it!
The Communication Continuum
Passive
Quiet, looking at the floor, letting others choose for you.
"Um... okay... I guess."
Assertive
Clear voice, eye contact, standing up for your safety.
"No, thank you. I don't like that."
Aggressive
Yelling, mean words, being bossy or threatening.
"Shut up! Do what I say!"
Activity: The Tone Challenge
How you say "No" matters just as much as what you say. Let's practice!
1 The Whisper "No"
2 The Robot "No"
3 The Firm "No"
Discussion
"Which 'No' sounds most serious? Which one tells someone you really mean it?"
The Power of "No" Goes Both Ways
STOP
1. Hear the No
When someone says "no" or "stop," your first job is to listen.
2. Respect the No
Stop what you are doing immediately. Don't argue. Don't ask "why?".
3. Move On
Find something else to do. It's okay! Respecting a "no" makes you a better friend.
Always Ask First!
Before you...
Hug someone
Use someone's supply
Play a rough game
Join a group conversation
"Can I...?"
Wait for the clear "YES" before you move forward!
Role Play Scenario Cards Teacher Resource Refusal Skill Role-Plays
Teacher Resource • Lesson 3: Scenario Cards
Skill-Building
How to Use
Divide the class into pairs or small groups. Cut out the cards below and give one to each group. Have students practice their "Firm Voice" and clear "No" or "Ask for Permission" statements. Encourage them to use the Sentence Stems from their worksheet.
Scenario A
The Sticky Snack
"A friend at lunch reaches over and tries to grab a handful of your popcorn without asking first. You want to save your popcorn for yourself."
Practice Skill:
Assertive Refusal + Clear Statement
Scenario B
The Borrowed Book
"You really want to see the drawing your classmate is working on. It looks amazing! You want to walk over and pick it up."
Practice Skill:
Asking for Permission + Respecting "No"
Scenario C
The Rough Game
"A group of kids is playing tag, but they are playing way too rough and pushing. One kid tags you so hard you almost fall over."
Practice Skill:
Setting a Physical Boundary (STOP)
Scenario D
The Private Talk
"An older student tells you they have a 'cool secret' and they want you to come with them behind the gym where no teachers can see."
Practice Skill:
Firm Refusal + Seeking a Trusted Adult
Workshop Facilitation Tip:
Remind students that a "Firm Voice" doesn't mean yelling. It means speaking at a normal volume but with a steady, confident tone. Encourage eye contact (if culturally appropriate) as a way to show they mean what they say.
Secrets vs Surprises Worksheet Secrets vs. Surprises
Lesson 4: Listening to Your Instincts
Name:
Date:
The "Uh-Oh" Feeling
Have you ever felt a "fluttery" feeling in your stomach, or a tiny voice in your head telling you something isn't right? That's your intuition . It's your body's way of keeping you safe!
Trust Your Body
Your gut feeling is your safety radar.
Is it a Secret or a Surprise?
Read each scenario and decide if it is a safe Surprise or an unsafe Secret . Draw a line to the correct box.
"Planning a hidden birthday party for your mom."
"An adult asks you to keep a secret about a game you played that made you feel uncomfortable."
"Buying a gift for a friend but not telling them until their party."
"Someone tells you 'Don't tell your parents about this' after giving you a gift."
Surprise
(Ends soon + Makes people happy!)
Secret
(Never ends + Feels heavy or scary!)
Traffic Light Feelings
Safety Rule: No Secrets About Bodies
Adults should never ask a child to keep a secret about their body or something that makes them feel uncomfortable. If an adult asks you to keep a secret, who is the first person you would tell?
Trust Your Gut Slides Trust Your Gut
Listening to Your Body's Safety Signals
What is Intuition?
"It's like a tiny safety alarm that goes off inside you before you even know why."
You might feel:
Fluttery tummy
Sweaty or cold
A little voice saying "Stop"
Traffic Light Feelings
Green
Safe, calm, happy, and comfortable.
Yellow
Unsure, confused, or just a little bit "off."
Red
Unsafe, scared, or very uncomfortable.
If you feel Yellow or Red, tell a trusted adult!
Secrets vs. Surprises
Know the difference!
Surprise
Makes people feel happy
It will be shared soon
Feels "light" inside
Secret
Makes people feel worried
You're told "never tell"
Feels "heavy" or scary
The Body Safety Rule
"Adults should NEVER ask a child to keep a secret about their body or something that makes them feel unsafe."
If this happens, always tell a trusted adult. It is never your fault.
Safety Scenarios Cheat Sheet Teacher Resource Safety Intuition Guide
Teacher Resource • Lesson 4: Intuition & Secrets
Safety
The Goal: Empowering Intuition
This lesson is about helping students recognize their internal warning system. Avoid using "scary" language; instead, frame it as a superpower or a safety radar that keeps them secure.
Traffic Light Scenarios
1. The New Neighbor (Green/Yellow)
"A new neighbor says 'hi' and asks if you like the stickers on your backpack."
Teaching Point:
This is likely Green . It's a friendly social interaction. However, if the neighbor starts asking for personal info (where you live, if you're home alone), it moves to Yellow . Remind students: You don't have to talk to people just because they are neighbors.
2. The "Secret" Game (Red)
"A babysitter asks you to play a game where you have to take off some clothes, but tells you it's a 'special secret' just for the two of you."
Teaching Point:
This is a definite Red . This violates the "No Secrets About Bodies" rule. Students should know that any secret an adult asks them to keep from their parents/trusted adults is a red flag, especially involving their body.
3. The Gift with Strings (Red)
"A coach gives you a brand new video game but says, 'Don't tell your teammates, they'll get jealous. This is just for my favorite player.'"
Teaching Point:
This is Red . This is a grooming behavior (creating a "special" bond through secrecy). Adults should treat all children fairly and never ask for secrecy regarding gifts or special treatment.
Key Takeaway for Students
"If you ever feel a 'Yellow' or 'Red' feeling, it is NEVER your fault. Your only job is to get to a safe place and tell a trusted adult until someone listens and helps you."
My Safety Shield Map Worksheet My Safety Shield
Lesson 5: Building Your Trusted Network
Name:
Date:
My Safety Shield Map
Identify 5 adults you trust to help keep you safe. Try to pick people from different parts of your life!
ME
NAME: ________________
At Home
NAME: ________________
At School
NAME: ________________
Sports/Clubs
NAME: ________________
Neighbor
NAME: ________________
Other Helper
Reporting
Reporting is when you tell a trusted adult because someone is unsafe or hurt . The goal is to get help.
"I need help because my friend is being pressured to keep a secret."
Tattling
Tattling is when you tell a trusted adult just to get someone in trouble for something that isn't dangerous.
"He took the blue crayon when I wanted it!"
Safety Network Slides Your Safety Shield
Building Your Trusted Adult Network
Who You Gonna Call?
Point to the helper who matches the scenario!
Parent / Guardian
Teacher / Counselor
911 / Emergency
Trusted Community Adult
"You fell on the playground and need a bandage?"
Reporting vs. Tattling
Reporting
"I'm telling to keep someone SAFE ."
Always do this!
Tattling
"I'm telling to get someone in TROUBLE ."
Try to solve it yourself.
Never Give Up!
Sometimes, you tell a trusted adult and they are busy, or they don't understand how serious the problem is.
Safety Rule:
"Keep telling until you find an adult who listens and helps you feel safe again."
First Person
Next Person
Keep Trying
Safe!
Safety Shield Squad
Your Bubble
Know your boundaries.
Your Voice
Speak up clearly.
Your People
Trust your network.
You have the power to stay safe!
Reporting vs Tattling Guide Teacher Resource Network Facilitation Guide
Teacher Resource • Lesson 5: Seeking Help
Trusted
Empowering Action
The final goal of this sequence is for students to have a concrete plan . Identifying trusted adults isn't enough; they need to understand when to reach out and the importance of persistence in getting help.
Reporting vs. Tattling Deep-Dive
Is it Reporting?
Is someone hurt or unsafe?
Is a rule about safety being broken?
Is it a problem you can't solve alone?
Is it Tattling?
Am I just trying to get them in trouble?
Is it a small problem (like a crayon)?
Can I solve it with an assertive "No"?
Game Key: "Who You Gonna Call?" Scenarios
Scenario
"You are at the park and a stranger asks you to help find a lost puppy."
Action: Point to Parent/Emergency
Scenario
"Someone is teasing your friend on the bus and won't stop."
Action: Point to Bus Driver/Teacher
Scenario
"An adult asks you to keep a secret about your body."
Action: Point to ANY Trusted Adult (Fast!)
Scenario
"You feel a 'Red Traffic Light' feeling in your stomach."
Action: Point to ALL Trusted Adults
Final Persistence Note:
Remind students of the "Broken Record" technique. If an adult doesn't listen, they repeat the safety concern again or move to the next person on their map. "I have a safety concern and I need you to listen."
