Kindergarten · Health Education
Quarter 3 · Week 4 · TEKS
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This kindergarten health education lesson helps students identify the roles and characteristics of trusted adults and practice refusal skills to protect personal space and avoid unsafe situations. It is designed to build understanding of healthy relationships and safety, aligned with TEKS standards for injury and violence prevention and safety. Students will engage in direct teaching, guided practice through role play, and reflection to develop skills for recognizing trusted adults and saying "no" when needed.
Students should have basic understanding of personal space and be familiar with adults in their lives such as family members, teachers, or caregivers.
A trusted adult is someone a child can rely on for help, safety, and support. Trusted adults often include parents, teachers, caregivers, police officers, or family friends. They listen, help solve problems, and keep children safe. Characteristics of trusted adults include kindness, honesty, and being someone who follows rules and cares about the child.
Trusted adults have important roles such as protecting children from harm, helping them when they feel scared or confused, and teaching them how to stay safe. For example, a teacher helps children learn and stay safe at school, while a parent cares for the child's needs at home. Police officers help keep the community safe and can be trusted to help in emergencies.
Personal space is the area around a person that they feel comfortable having others stay out of unless invited. It is important for children to understand that they have the right to say "no" if someone tries to invade their personal space or make them feel unsafe. Recognizing safe versus unsafe situations helps children protect themselves.
Refusal skills are ways children can say "no" or stop an unwanted action to protect themselves. Saying "no," walking away, or telling a trusted adult are examples. Role-playing these skills helps children practice how to respond in real situations. For example, if a stranger asks a child to go somewhere, the child can say "no," move away, and find a trusted adult.
Healthy relationships with trusted adults are based on respect, trust, and safety. Children should feel comfortable asking questions and sharing feelings with trusted adults. Unhealthy relationships might involve adults who do not listen, make children feel scared, or break rules. Teaching children to recognize these differences supports their safety and well-being.
A child is at school and a stranger asks them to come with them. What should the child do?
The child should say "no," move away, and find a trusted adult like a teacher or school staff member to tell what happened. This protects the child's safety by refusing to go with someone they do not know and seeking help from a trusted adult.
The child says "no," walks away, and tells a teacher or another trusted adult.
Show pictures of different adults (parents, teachers, police officers, strangers) and ask students who they think they can trust and why.
Students share names of adults they trust and describe why they trust them.
This activity activates prior knowledge and helps students begin thinking about what makes an adult trusted.
Read simple scenarios where children meet different adults and ask students to identify if the adult is trusted or not.
Students discuss each scenario and explain their choice of trusted or not trusted adult.
Students practice identifying trusted adults in different situations, reinforcing understanding of roles and characteristics.
Explain the roles and characteristics of trusted adults using examples from the scenarios and students' ideas.
Students listen and ask questions about trusted adults and their roles.
Clarifies the concept of trusted adults and why they are important for safety and support.
Demonstrate refusal skills by role playing saying "no" to protect personal space or avoid unsafe situations.
Students practice role playing refusal skills in pairs using scenario cards.
Students develop confidence in using refusal skills to keep themselves safe.
Ask students to demonstrate or explain who a trusted adult is and show refusal skills through role play.
Students name trusted adults and role play saying "no" in a safe or unsafe scenario.
Assessment of students' understanding of trusted adults and refusal skills.
Students discuss each scenario and explain their choice of trusted or not trusted adult.
Name one adult you trust and why.
A trusted adult is someone like a parent or teacher who helps keep me safe and cares for me.
What is one characteristic of a trusted adult?
They are kind, honest, and help me when I need it.
What can you say if someone tries to make you feel unsafe?
I can say "no," "stop," or "I don't want to."
Who should you tell if you feel unsafe?
I should tell a trusted adult like a parent, teacher, or police officer.
Why is it important to know refusal skills?
Because they help me protect my personal space and stay safe from harm.
Use simple language and repeat key ideas about trusted adults. Provide visual aids like pictures of trusted adults. Model refusal skills clearly and slowly for practice.
Use pictures and gestures to explain trusted adults and refusal skills. Pair ELL students with peers for role play practice. Use simple, clear sentences and repeat key vocabulary.
Encourage students to explain why refusal skills are important. Have students create their own scenarios involving trusted adults. Discuss feelings associated with safe and unsafe situations.
Encourage families to talk with their child about who the trusted adults are in their home and community. Families can practice refusal skills together and discuss safe ways to ask for help.
In this lesson, students learned how to identify trusted adults by their roles and characteristics, such as being kind and helpful. They practiced refusal skills like saying "no" to protect their personal space and avoid unsafe situations. Understanding who to trust and how to say "no" helps keep children safe and supported in healthy relationships.
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