Online Superheroes Warm-Up

Think about your favorite superhero!





What special powers do they have?





How do they use their powers to help others and keep people safe?





Today, we're going to discover our own

Digital Citizenship Script

Warm-Up: Online Superpowers (5 minutes)

(Refer to Online Superheroes Warm-Up)

"Good morning/afternoon, everyone! To kick things off, let's think about superheroes. Everyone has a favorite, right? Take a moment to think about your favorite superhero. What special powers do they have? How do they use their powers to help others and keep people safe? Think about it for a moment, and then I'll ask a few of you to share."

(Allow a few students to share their superheroes and powers.)

"Great examples! Today, we're going to discover our own 'online superpowers' and learn how to be superheroes in the digital world. We'll learn how to use technology to help others and keep ourselves safe."

Introduction to Digital Citizenship (10 minutes)

(Refer to Digital Citizenship Slide Deck - Slides 1-4)

"Let's start with our first slide: Online Superheroes: What is Digital Citizenship?. We all know what it means to be a good citizen in our town, right? It means following rules, being kind to our neighbors, and helping out. But what about being a good citizen online?"

(Allow for a few student responses.)

"Exactly! Being a good citizen online, or a 'digital citizen,' means using the internet in a safe, respectful, and responsible way. When we do that, we become Online Superheroes! Look at our next slide Becoming an Online Superhero!. An Online Superhero uses the internet safely, is kind and respectful, protects their private information, and knows what to do if something feels wrong."

"Now, let's talk about our 'secret identity.' Just like a superhero has a secret identity, you have personal information that should stay private. Take a look at the slide: Secret Identity: Protecting Your Privacy. What kind of information do you think we should NEVER share online without asking a grown-up first?"

(Guide students to identify personal information like full name, address, phone number, school, pictures.)

"That's right! This information helps keep us safe. Now, let's look at Kindness is Your Superpower!. Online, your words and actions can affect others. It's so important to be respectful and kind, just like we are in person. Always think before you type or post. If you ever see someone being unkind online, what should you do?"

(Encourage students to say "tell a trusted adult".)

"Yes, absolutely! Tell a trusted adult. They can help you."

Activity: Safe or Unsafe Online (15 minutes)

(Refer to Digital Citizenship Slide Deck - Slide 5 and Safe or Unsafe Online Activity)

"Alright, Online Superheroes, it's time to put your powers to the test! Look at our slide: Safe or Unsafe? You Decide!. I'm going to present some online situations, and I want you to tell me if you think it's a safe or unsafe situation. More importantly, tell me why you think that. We'll be using our Safe or Unsafe Online Activity for this."

(Present scenarios from the activity. For each scenario:)

"Scenario 1: You're playing an online game, and someone you don't know asks for your home address to send you a gift. Safe or unsafe? Why?"

(Facilitate discussion, emphasizing privacy and not sharing personal info.)

"Scenario 2: Your friend posts a picture of you online without asking. Safe or unsafe? Why?"

(Facilitate discussion, emphasizing asking permission before sharing pictures.)

"Scenario 3: You see a link that says 'Click here for free games!' but it looks a little strange. Safe or unsafe? Why?"

(Facilitate discussion, emphasizing suspicious links and asking an adult.)

"Scenario 4: You're talking to a friend online, and they start saying mean things about another classmate. Safe or unsafe? Why?"

(Facilitate discussion, emphasizing kindness and reporting cyberbullying.)

Digital Citizen Pledge (10 minutes)

(Refer to Digital Citizen Pledge Worksheet)

"You all did a fantastic job identifying safe and unsafe situations! Now that you understand what it means to be an Online Superhero, we're going to make a pledge. I'm handing out the Digital Citizen Pledge Worksheet. On this worksheet, you'll write your own personal pledge to be a responsible and safe digital citizen.

"Think about what we learned today about being safe, kind, and responsible online. What promises will you make to yourself and others when you use technology? Take your time to write down your pledge. Afterwards, we'll have some time to share if you'd like."

(Circulate and assist students as they complete their pledges.)

Cool-Down: One Digital Tip (5 minutes)

(Refer to Digital Citizenship Slide Deck - Slide 7 and Online Superheroes Cool-Down)

"Wonderful pledges, everyone! To wrap up our lesson today, let's look at our last slide: One Last Tip!. As Online Superheroes, you now have important knowledge to share. I want each of you to think of one important digital safety tip you learned today. This tip will help others become Online Superheroes too. We'll share these using our Online Superheroes Cool-Down."

(Call on students to share their tips. Conclude by reinforcing their role as digital citizens.)

"Excellent tips! Remember, you all have the power to be amazing Online Superheroes and make the internet a safer, kinder place for everyone. Keep using your digital superpowers!"

Safe or Unsafe Online Activity

Instructions: Read each scenario carefully. Decide if the situation is SAFE or UNSAFE. Be ready to explain why you think so to your classmates!

Scenario 1

You are playing your favorite online game. Another player, who you don't know, sends you a message asking for your home address so they can send you a special gift for being a good player.

Is this SAFE or UNSAFE?

Why?

Scenario 2

Your friend takes a really funny picture of you and posts it on social media without asking your permission first.

Is this SAFE or UNSAFE?

Why?

Scenario 3

You are browsing a website and a pop-up appears that says, "CLICK HERE for 1,000 FREE ROBUX!" The pop-up looks a little different from the rest of the website.

Is this SAFE or UNSAFE?

Why?

Scenario 4

You are chatting with a group of friends online about your weekend. One friend starts saying mean and untrue things about a classmate who isn't in the chat.

Is this SAFE or UNSAFE?

Why?

Scenario 5

You want to watch a video online, and before you click play, you ask your parent or guardian if the website and video are appropriate.

Is this SAFE or UNSAFE?

Why?

Scenario 6

You are looking for information for a school project. You go to a trusted website that your teacher recommended and find all the information you need, giving credit to the website in your project.

Is this SAFE or UNSAFE?

Why?

My Digital Citizen Pledge

Instructions: Now that you know what it means to be an Online Superhero, write your own pledge! What promises will you make to yourself and others to be safe, respectful, and responsible when you use technology?

My Pledge to Be an Online Superhero

I, ______________________________, pledge to be an Online Superhero by:

1. Protecting My Private Information: I will never share my full name, address, phone number, school, or pictures without asking a trusted adult first.
   
   
   
   
   
   

2. Being Kind and Respectful Online: I will always think before I type or post, and I will treat others online the way I want to be treated.
   
   
   
   
   
   

3. Making Smart Choices: I will ask a trusted adult if a website, game, or video is appropriate before I use it.
   
   
   
   
   
   

4. Reporting Anything Unsafe: If something online makes me feel uncomfortable, scared, or worried, I will immediately tell a trusted adult.
   
   
   
   
   
   

5. Using My Powers for Good: I will use technology to learn, create, and connect in positive ways.
   
   
   
   
   
   
   
   
   My Signature: _____________________________

Date: ____________________

Online Superheroes Cool-Down

Instructions: What is the most important digital safety tip you learned today that you can share with another superhero-in-training? Write it down below!

Speak Up, Be Heard! Teacher Script

Introduction & Warm-Up (5 minutes)

Teacher: "Good morning, everyone! Today, we're going to talk about something really important: how we communicate our needs and wants, especially when things get a little tricky or we're feeling strong emotions. Has anyone ever felt like it was hard to tell someone what you needed or wanted, especially when you were upset? Maybe you were frustrated, or sad, or even angry?"

Teacher: "It's completely normal to feel that way! Sometimes our emotions can make it hard to find the right words. But learning how to express ourselves clearly can make a huge difference in how we solve problems and get along with others."

Understanding Needs & Wants (8 minutes)

Teacher: "Let's start by thinking about the difference between a 'need' and a 'want.' We'll look at our Slide Deck: Speak Up, Be Heard!."

(Display Slide: "Needs vs. Wants")

Teacher: "As you can see, a need is something you absolutely must have to be healthy, safe, or to learn properly. Things like food, water, a safe place to live, and feeling respected are all needs. A want is something you desire or wish for, but you can still be okay without it. Like a new toy, or extra screen time. It's nice to have, but not essential."

Teacher: "Think about your daily life. What are some things you need to be able to learn at school? Or to feel good at home?"

Teacher: "Now, what about wants? What are some things you want that aren't necessarily needs?"

Teacher: "Great examples! Now, I'm going to hand out a Needs & Wants Worksheet. Please fill out the first section, identifying your own personal needs and wants. We'll come back to the second part later."

(Distribute Needs & Wants Worksheet and give students time to complete the first section. Circulate and assist as needed.)

Introducing 'I-Feel' Statements (10 minutes)

Teacher: "Okay, now that we can tell the difference between needs and wants, let's learn a super powerful way to tell others about them, especially when you're feeling a strong emotion. We're going to learn about 'I-Feel' statements!"

(Display Slide: "The Power of 'I-Feel' Statements")

Teacher: "An 'I-Feel' statement helps you share your feelings and what you need without blaming someone else. It has four main parts:"

1. "I feel [emotion]..." (Start by naming your feeling: sad, angry, frustrated, happy, confused.)
2. "...when [situation]..." (Describe what happened, without judging or blaming.)
3. "...because [why]..." (Explain why that situation makes you feel that way.)
4. "...and I need/want [solution]." (Clearly state what you need or want to make it better.)"

Teacher: "Let's look at an example from the slide: 'I feel frustrated when my pencil breaks because I can't finish my work, and I need a new one.' Notice how it focuses on my feelings and my needs, not on blaming the pencil or someone else."

Teacher: "Let's try a few together. Who wants to help me with a scenario?"

(Display Slide: "Let's Practice! Scenario 1")

Teacher: "Imagine this: Your friend keeps interrupting you while you're trying to tell a story. You feel annoyed because you want to share your ideas. How could you use an 'I-Feel' statement?"

(Guide students to formulate a statement like: "I feel annoyed when you interrupt me because I want to share my story, and I need you to listen until I'm done.")

Teacher: "That's a great start! It takes practice. Let's try another one."

(Display Slide: "Let's Practice! Scenario 2")

Teacher: "Here's another one: You really want to play outside, but your grown-up says you need to finish your homework first. You feel disappointed. What would your 'I-Feel' statement sound like?"

(Guide students to formulate a statement like: "I feel disappointed when I can't play outside yet because I really want to have fun with my friends, and I need to finish my homework first so I can go out later.")

Teacher: "Excellent job! You're getting the hang of it. Remember, it's about explaining your perspective clearly."

Practice & Wrap-Up (7 minutes)

Teacher: "Now, let's go back to your Needs & Wants Worksheet. Look at the second section. I want you to choose one of the difficult situations you listed, or even a personal situation that you've faced, and write an 'I-Feel' statement for it. Think about what emotion you felt, what happened, why, and what you needed or wanted."

(Give students a few minutes to write their statements.)

Teacher: "Would anyone like to share the 'I-Feel' statement they wrote?"

(Call on a few volunteers, providing supportive feedback.)

Teacher: "You all did a wonderful job today learning about needs and wants and how to use 'I-Feel' statements. This is a skill that takes practice, but the more you use it, the easier it will become. Speaking up clearly helps you get your needs met, resolve problems, and makes your relationships with friends and family even stronger. Keep practicing these powerful words!"

(Display Slide: "Keep Practicing!")