# Care for yourself and ask for help

Use a familiar care routine and communicate a need.

## Try it

1. Put the care cards in order.
2. Practice with your adult.
3. Show how you ask for help.

Put these cards in order with your teacher: **Rinse · Wet · Dry · Soap · Rub**. Practice the school’s full routine at the sink.

Use a puppet to practice asking a trusted adult for help with a need. Draw or tell what the puppet could say or show.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **24, 47**.

Care cards; actual classroom care setting.

## Teacher lesson plan

### Learning goal

Use a familiar care routine and communicate a need.

### Before teaching

Has an accessible communication method and adult support.

### Model

Demonstrate the school’s approved handwashing routine at the sink. Use the pupil cards to recall actions. Then model saying or signaling “I need help” to a known adult for a care need.

### Guide, then apply

Sequence the cards and practice in the real setting. Use puppet scenarios for thirst, rest, discomfort, toileting, a spill, and an unwanted touch. Teach the school’s actual help and safeguarding routines with accurate body-boundary language.

### Interpret the response

Card sequence: wet, soap, rub, rinse, dry. These cards are memory cues, not a substitute for the complete approved procedure. A useful help response identifies a need and an available adult or communication method.

### Support

Provide private assistance, visual or tactile cues, accessible fixtures, and a communication-board option. Do not demand personal disclosure.

### Extend when ready

Explain why a routine fits a new situation and identify how to get help if the first adult is unavailable.

### Fresh check

Observe an ordinary transition when the routine is needed and a new pretend help scenario. Record support; do not stage a frightening event.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 24. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Make a map for someone](/agent/docs/tk-lesson-community) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Explore and create |
| Lesson | 23 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Health](https://www.cde.ca.gov/sp/cd/re/documents/ptklfhealthdomain.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.

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## Revisions

[Revision history](/agent/docs/tk-lesson-care/history)