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Objectives
Students will:
- Recognize key information that helps adults understand problems
- Distinguish between helpful information and unrelated details
- Demonstrate how adding specific details makes a report clearer
Materials
- Google Slides: Link
Learning Activities
Introduction
- Ask students: “When you are telling a story, what things might you include?”
Mini-Lesson
A helpful report includes:
- WHAT happened (a behavior)
- WHERE it happened (a place)
- WHEN it happened (today, yesterday, recess, lunch, etc.)
- WHO was there (if they know)
- WHY it’s important (someone could be hurt or needs help)
- Keep explanations very concrete and age‑appropriate.
Activity
Instructions:
- Show students a picture of a scenario in Google Slides.
- Discuss each scenario with the class.
- Optional: Have students discuss in small groups throughout.
- Classify each scenario under one of the categories: Report anonymously, Talk to an adult, Not needed
- For the scenarios that students list as anonymous reporting or trusted adult conversation, list pieces of information and have students determine if the different pieces of information are helpful or not needed.
Guiding Questions:
- “Why would this be something we report anonymously?”
- “When would talking to a trusted adult be better?”
- “Is this situation dangerous, hurtful, or simply annoying?”
- “How does anonymous reporting help someone who might be scared to ask for help?”
Describe:
- “Here is a picture. Something is happening. We want to figure out what information helps a grown‑up understand what’s going on.”
Emphasize:
- Reporting is about helping others stay safe, not getting people in trouble.
- Anonymous reporting keeps people from feeling embarrassed or scared.
The scenarios are:
- Scenario 1: Students are playing and another student is sad. The sad student is being left out of playing.
- Scenario 2: A student bumps into another student and she spills her books. The other student apologizes.
- Scenario 3: A student falls while a teacher is not there.
Discussion
Discuss:
- “What kinds of clues help grown‑ups the most?”
- “Why is it good to tell a grown‑up when someone needs help?”
Optional: Extension for Upper Grades
- Provide students with an example scenario and have them write a practice report.