Lesson Sequence

Class Discussion Circle

Set the stage for an effective and meaningful classroom conversation about personal safety. To keep the momentum going, pose some probing questions that encourage students to give a more detailed explanation, or to elicit feedback from other students. (e.g. “Do you agree with that statement?” or “How do you feel about what was just shared?”) The goal of perspective-sharing is that students gain a deeper understanding of a concept or issue. They do not have to always agree with their peers. However, here are some ground rules for class discussion to ensure that students feel that their ideas are a valuable part of the learning process.

Ground Rules for Class Discussion Circle

1. Everyone is expected to participate.
2. Practice active listening.
3. Respect the feelings of others.
4. Stay focused on the topic.

Present the Focus Question

How are your online activities and safety similar and/or different than your safety in the physical world?

Topic 1: Real-World Safety

Teacher Note: Students in sixth grade often experience more freedom and independence than younger children. However, they must follow a set of household rules and safety guidelines. Discuss the household rules and boundaries that students have in relationship to the places that they are allowed to visit in the physical world. Gauge student attitudes and perspectives on the role of adult supervision in the physical world.

1. How important is parental supervision in the physical world? Explain your answer. (1= not important; 5= very important) On a scale of 1-5, rate the amount of adult supervision do you need to stay safe in the real world.
   • The purpose of this question is to prompt students to share different perspectives.
   • Answers will vary depending upon places that they refer to while answering this question.
2. Where are you allowed to go? What are you allowed to do? Ask: Where are you allowed to go on your own or with friends (without parents)? What can you do without direct supervision of a parent or guardian?
   • Safe places are (1) close to home, (2) supervised by trustworthy adults other than the parents, (3) have reasonable sized crowd.
   • Examples: roam the neighborhood, visit a friend’s house (parents are home), walk to school, and go to the movies or the shopping mall.
3. What rules must you follow when you are allowed to go somewhere or do something on your own?
   • First ask permission from a parent or guardian.
   • Let the parent know where you are going, who is going with you, and when you will return.
   • Don’t talk to people that you do not know.
   • Be home by a certain time.
   • Call or text when the activity is over (e.g. movie, sports game, school event)
   • Call in case of an emergency.
4. When must you have a parent or guardian with you? What are some of the places, or circumstances in which your parents will not allow you to visit without their supervision?
   • Unsafe places are (1) far from home, (2) lack adult presence, (3) are highly populated, (4) are inappropriate for young people, (5) are in an unsafe location.
5. What could possibly happen when a parent or another trusted adult is not present?
   • The young people may act out in ways that they would not in the presence of a supervising adult.
   • Older adolescents or adults may try to harm a young person.
   • A criminal may try to steal something from the young person.
   • The young person may get hurt with no one (or no adults) present to help.
6. Have you ever experienced an unsafe situation, or encountered someone that made you feel uncomfortable?
   • Student answers will vary depending upon the places that they are allowed to visit.
   • Invite students to share their response to the situation.
7. Why are these rules in place?
   • These rules are a plan to stay safe when parents are not present.
   • Parents are responsible for knowing where you are and what you are doing.
   • Teacher: Look for students’ attitude toward rules and boundaries.

Summarize the Main Points of Discussion:

Certain places in the real world are unsafe for young people to visit without adult supervision.

• The safety of these places depends on the potential for other people to cause harm, or the amount of safety risks in a particular place.
• Even if a young person is allowed to go somewhere or do something without direct adult supervision, he or she must stay in communication with the parent so that the parent knows (1) who else is with them, (2) where they are, (3) how long they will be there, (4) why they are going to the particular place, and (5) what they are doing.
• Adults establish rules and boundaries to guide young people and ensure the safety of those that they care for.

Topic 2: Online Safety

Teacher Note: Explain that, although the Internet is not a physical place, people connect and socialize with other people in “digital places” through their computers, mobile devices and online gaming consoles. Use the questions below to prompt discussion. Discuss the technologies that the students use on a daily basis; then, invite them to share the household rules and boundaries they are to follow regarding Internet technology. Student answers are subjective due to the variations in access to technology and the household rules and guidelines established by parents and guardians.

What are the rules and guidelines that you have at home about using technology?

• Answers will vary per student.

Guidelines may include:

• Ask permission from a parent or guardian before downloading an app or registering for an online account.
• Keep your parent informed about the sites, apps and games you use. Let them know who has contact with you.
• Don’t talk to people that you do not know.
• Log off or disconnect at a specified time, or when a certain amount of time has passed.
• Inform the parent right away if something online looks suspicious.

How do these technology guidelines compare to the safety guidelines you follow for the real world?

• These rules serve a similar purpose: to protect your safety, security, and well-being.

What are some examples of the “digital places” that you visit online? (e.g. sites, apps and games)

• Basic forms of online communication include: websites, blogs, online discussion forums, social networking sites, messaging apps, virtual worlds, multiplayer games, e-mail, instant messaging.
• Students may name specific sites, social media, messaging apps, and multiplayer games.

With whom do you come in contact when online? (Answers will vary)

• Indicate that online communities involve contact with other people.
• People I’ve met in real life: friends, siblings, parents, extended family, teachers.
• People that I’ve never met in real life: people who are younger and/or older.
• The purpose of an online community is to share experiences and communicate with others.

How do you find your online contacts?

• Online identities (screen names, handles) are exchanged in real life.
• Search for contacts by name, location, or other personal identifying information.
• Find new contacts through other online contacts (i.e. followers, friends).

How can you identify people online?

• Exchange online identities (e.g. screen names, handles, gamertags) with someone you’ve met in person.
• The username or profile name includes first and last name. (identity can be falsified.)
• Identity remains anonymous.

How can you tell if unknown online contacts are trustworthy?

• Answers will vary.

Have you ever had an uncomfortable online experience? (e.g. an unsafe or inappropriate situation, person, or content)

• Student answers will vary depending upon their online activity and experience.
• Invite students to share their response to the situation.

What is likely to happen online when parents or guardians are unaware of online activities?

• Answers will vary.
• Students may make reference to cyber bullying and online aggression (e.g. threats, harassment, and hate speech) sexting, sharing of inappropriate content.

On a scale of 1-5, how important is adult supervision of online activity? Explain your answer.
(Example student answers.)

• Some people want to harm young people. They use technology to trick young people into making risky choices like sharing inappropriate pictures or meeting up in person.
• Identity theft is a problem. Criminals can steal valuable personal information.
• Cyber bullying is a serious issue. Adults can help keep young people safe if they are informed.
• Some people say and do things online that are inappropriate or unsuitable for children (e.g. violence, profanity, adult content)
• Adult supervision from parents, guardians and teachers help to keep kids safe online.
• Adult supervision is not as important online as in the real world because there is less risk online to our personal safety.
• Adult supervision is unimportant. Parents and teachers do not know enough about technology to help.
• Adult supervision prevents young people from having fun and being themselves.
• Teacher: Look for the perspective that online activity is not as risky as unsupervised activity in person.

Wrap-Up

Sample Narrative

When we communicate through a screen (e.g. an app on a mobile phone or through a chat feature in an online game) the communication may seem like it is private. However, nothing shared on the Internet is ever completely private. The Internet connects us to real people from around the world. Many blogs, forums and social networking sites show public profiles. The information that you share through digital technologies can become available to people that you may not know. These people can access the information that you share on the Internet and use the information about you in many different ways. Technology itself is not the problem; the problem is that people may use the Internet to violate your right to safety and security. In this unit, you will learn how to safeguard your information and protect your personal safety.

Empowerment

Education is the first step toward empowerment. The goal of educating students about online personal safety is to equip them with skills to apply to their daily lives. The final project for this unit is an empowerment activity as part of the iDrive initiative.

iDrive is the Youth Outreach and Empowerment program of ISAFE. Students under the age of 13 can participate in iDrive initiatives given that the teacher registers as the representative of their students under the minimum age requirement. As iDrive Agents in Training, students in grade 6 engage in project-based learning activities to share with other classrooms that are part of the ISAFE community. By providing students with an authentic audience, they gain a greater sense of purpose for their digital citizenship and e-Safety projects and presentations.

Teachers: Send images of student work to teachers@isafe.org.

Activity - Write It Out: Safety in Digital Places

• What do you already know about online personal safety? Give examples of your online actions that demonstrate your knowledge.
• What should your parents know about your online activity?
• What do you want to learn about digital safety?

iDrive (in Training)

Teachers register on behalf of students under the age of 13. Capture your class discussion in video. Send media to teachers@isafe.org .