Activity 01
Role Play: The 'Ask First' Rule
Students act out scenarios where they want to use a tablet or download a new game. They practice the exact words they would use to ask a parent or teacher for permission.
Justify why we should ask a grown-up before using a new app.
Facilitation TipDuring the Role Play, assign clear roles and pause after each scenario to ask, 'What should we do next?' to keep students engaged in decision-making.
What to look forPresent students with scenarios on cards (e.g., 'A stranger asks for your name in a game,' 'You want to download a new game'). Ask students to hold up a green card if it's okay to proceed or a red card if they need to ask a trusted adult first. Discuss their choices.
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Activity 02
Think-Pair-Share: Secret or Share?
The teacher names an item (e.g., 'your name', 'your favourite colour', 'your home address'). Students think if it's a 'secret' or okay to 'share', then discuss why with a partner.
Differentiate between information that is okay to share and what should be kept secret.
Facilitation TipIn the Think-Pair-Share, circulate and listen for pairs who justify their choices with phrases like, 'We need permission because...'.
What to look forAsk students: 'Imagine you are playing an online game and see someone being unkind. What are two things you could do or say to be kind yourself, or to get help?' Record their ideas on a chart titled 'Being Kind Online'.
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Activity 03
Gallery Walk: Kind Kids Online
Display pictures of kids using tech in different ways. Students walk around and put a 'thumbs up' sticker on pictures where the children are being kind, safe, or helpful.
Explain how we can be kind to others when we are using a computer.
Facilitation TipFor the Gallery Walk, provide sticky notes so students can add anonymous comments or questions to peers' work.
What to look forGive each student a small piece of paper. Ask them to draw one thing that is okay to share online (like their favorite color) and one thing that is private and should not be shared (like their home address). They can also write a simple sentence about why.
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Generate Complete Lesson→A few notes on teaching this unit
Start with the concrete: use everyday objects to represent data (e.g., a photo of a favorite toy versus a key that opens the front door). Avoid abstract rules early on. Research shows that when young children connect safety practices to familiar contexts, they internalize the habits more reliably.
Students will demonstrate understanding by correctly applying the 'ask first' rule, distinguishing private from public information, and suggesting kind responses during digital scenarios. Clear, simple language shows their grasp of the safety toolkit.
Watch Out for These Misconceptions
During the Role Play activity, watch for students who treat online strangers the same as friends. Redirect by saying, 'Remember, we only talk to people we know in real life. How will your character respond?'
During the Think-Pair-Share activity, if students suggest sharing addresses or last names, point to the 'Secret or Share' sorting cards and ask, 'Is this something that glitters and spreads? What should we do instead?' Use the analogy to make the permanence of digital information clear.
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