Second graders learn that everyone has an invisible space bubble around them, and that reading and respecting it helps others feel comfortable, then sort actions into ones that respect space and ones that crowd it.
Students will be able to…
Everyone has an invisible space bubble, about an arm wide. How do you read when someone wants more room, and respect their personal space?
Project this and sort each action into respects space or crowds it — tap an action, then tap where it belongs.
Tap any phase to open the teacher moves and student actions.
Imagine a bubble around each person, about an arm wide. Step inside it without asking and people feel crowded. How do you know when you are respecting someone space bubble?
Students sort actions by whether they respect space.
Students notice when someone wants room.
Students make personal-space rules.
Students reflect on personal space.
Aligned to the CASEL Framework for Social and Emotional Learning across its five core competencies.
Recognize that others have personal space and comfort levels.
Read body-language cues that someone wants more room.
Ask before entering someone's space, like a hug.
Adjust your own actions to respect others' space.
Preview the three formative checks. Tap “Sample answer” to see what mastery looks like — hide them before you print for students.
Have students list two ways to respect space, draw the arm-wide bubble, and add words to ask first, so respecting space becomes a habit. A printable personal-space worksheet is in the Social-Emotional Learning library.
Tap a card to flip it, then rate whether you knew it. Built from this lesson’s vocabulary.
A quick self-check with instant feedback, drawn from this lesson’s key terms.
A print-and-go review sheet with a built-in answer key. Tap “Show answer key” to reveal answers, or print the clean version for students.