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Subject: General Science
Semester: 1
Period: 3
Week: 16
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 2
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 2
Topic: Good Touch vs. Bad Touch & Reporting
Sub-topic: Safe and unsafe touch, feelings, and reporting
Learning Objectives
By the end of the lesson, students should be able to identify the difference between safe/good touch and unsafe/bad touch, describe feelings associated with each, and know who to tell if touched unsafely.
Previous Knowledge
Students already know about private parts and the importance of respecting their own body.
Instructional Materials
Charts showing safe and unsafe touch (age-appropriate), role-play cards, markers, observation sheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students to share examples of touches that feel safe and comfortable versus touches that make them uncomfortable. Students discuss in pairs and then share with the class.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
• Teacher introduces the concept of good/safe touches (e.g., hugs from parents, high-fives from friends, handshakes with teachers) and bad/unsafe touches (e.g., touches to private parts, unwanted or uncomfortable touching by anyone).
• Students discuss how each type of touch makes them feel, using simple feeling words (happy, uncomfortable, scared, safe).
• Teacher demonstrates examples through puppets, dolls, or role-play to clearly show safe vs unsafe touches.
• Students participate in guided role-play scenarios:
– Practicing saying “NO” firmly.
– Moving away from an unsafe situation.
– Telling a trusted adult (parent, teacher, guardian) immediately.
• Students brainstorm a list of trusted adults in their lives and practice identifying whom they would report to in different situations.
• Group discussion: students share stories from books, cartoons, or hypothetical situations and classify touches as safe or unsafe, explaining their reasoning.
Assessment Checks:
• Teacher observes students during role-play for correct responses to unsafe touches (saying no, moving away, reporting).
• Oral questions: “Give one example of a safe touch,” “Give one example of an unsafe touch,” “Who would you tell if someone touched your private parts?”
• Students complete a simple chart or worksheet showing different scenarios and classifying them as safe or unsafe.
• Check students’ ability to articulate feelings associated with touches and their confidence in reporting.
Notes (Expanded & Detailed):
• Reinforce that unsafe touches are never the child’s fault.
• Emphasize body autonomy: the child’s body belongs to them and they have the right to say no.
• Encourage children to use their voices confidently and to report immediately without fear.
• Use age-appropriate language and examples, avoiding frightening details while making the concept clear.
• Link the lesson to respecting others’ bodies, reinforcing that all peers should treat each other safely and kindly.
• Repeat and review frequently with practical role-play to ensure understanding and confidence in real-life situations.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students review safe and unsafe touches, feelings associated with each, and the importance of reporting. Teacher reinforces body safety and trusted adults.
Evaluation Method (Expanded)
Exit slip/quiz: Students write one example of a safe touch, one example of an unsafe touch, and one trusted adult they can report to. Teacher collects slips and provides oral feedback.
Assignment (Expanded)
Students discuss with parents or guardians one safe and one unsafe touch scenario and write how they would respond.
Follow-up Activity: In Week 17, students will learn about privacy and body respect.
Differentiation / Inclusive Strategies: Use role-play, visual aids, and guided discussion to support understanding. Pair students to practice scenarios safely.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low