Safety Scenario Cards

Instructions for Students: Read each card carefully. Decide if the scenario describes a safe or an unsafe online behavior. Place each card in the “Safe” or “Unsafe” area of your chart paper.

Scenario Cards (Sample):
1. Mia uses a strong password with letters, numbers, and symbols, and doesn’t share it with anyone.


2. David clicks on a link in an email from someone he doesn’t know.


3. Aisha only accepts friend requests from people she already knows in real life.


4. Carlos shares his home address in a public post so his followers can send him birthday cards.


5. Zoe asks her parents before downloading a new app on her tablet.


6. Leo uses the same password for every website he visits.


7. Emma posts a funny meme but checks to make sure it doesn’t hurt anyone’s feelings first.


8. Nathan pretends to be someone else online to get free gift cards.


9. Sara logs out of her social media account when she’s finished using a public computer.


10. Ben shares a classmate’s private photo without asking permission.


11. Lily sets her profile to “private” so only friends can see her posts.


12. Adam texts a stranger he met in a chat room, sharing his phone number.

Use these cards during your small-group Safety Scenario Game to spark discussion about why each behavior is safe or unsafe and how to make responsible choices online.

Online Safety Checklist Worksheet

Name: _________________________ Date: ____________

Instructions:

1. Read each statement and place a ✓ in the box if you already practice it online.
2. Complete the reflection questions at the end.

Self-Assessment: Check (✓) the habits you practice

• I use strong, unique passwords for my accounts.
  
  
• I keep my personal information (address, phone number) private.
  
  
• I ask a trusted adult before downloading new apps.
  
  
• I only accept friend requests from people I know in real life.
  
  
• I log out of websites or apps on public computers or devices.
  
  
• I review and update privacy settings on my social media.
  
  
• I think before clicking links from unknown senders.
  
  
• I check that content I post won’t hurt someone’s feelings or privacy.
  
  

Reflection

1. Which safety habit will you adopt starting today?
   
   
   
   
   
   
2. Why is this habit important for keeping you safe online?
   
   
   
   
   
   
3. Who is a trusted adult you can talk to if you’re not sure about something online? Why did you choose them?
   
   
   
   
   
   
4. Draw or write your own online safety slogan or tip. Be creative!
   
   
   
   
   
   
   
   
   
   
   

Online Safety Checklist Answer Key

Self-Assessment: Ideal Answers

All eight statements describe recommended online safety habits. Ideally, students should check every box as they develop these important skills.

1. ✓ I use strong, unique passwords for my accounts.
2. ✓ I keep my personal information (address, phone number) private.
3. ✓ I ask a trusted adult before downloading new apps.
4. ✓ I only accept friend requests from people I know in real life.
5. ✓ I log out of websites or apps on public computers or devices.
6. ✓ I review and update privacy settings on my social media.
7. ✓ I think before clicking links from unknown senders.
8. ✓ I check that content I post won’t hurt someone’s feelings or privacy.

Note: If a student hasn’t yet formed a habit, use their worksheet responses to guide discussions and goal setting.

Reflection: Sample Responses

1. Which safety habit will you adopt starting today?
   Sample Answer: “I will review and update my privacy settings on my social media accounts so only my friends can see my posts.”
   
   
   
2. Why is this habit important for keeping you safe online?
   Sample Answer: “It helps me control who sees my personal information and reduces the chance that strangers can contact me.”
   
   
   
   
   
3. Who is a trusted adult you can talk to if you’re not sure about something online? Why did you choose them?
   Sample Answer: “My older sister, because she uses the internet a lot and always helps me figure out difficult websites and apps.”
   
   
   
   
   
4. Draw or write your own online safety slogan or tip. Be creative!
   Sample Slogan:
   “Stop, Think, Then Click: Your Safety Is in Your Hands!”
   
   
   
   
   
   
   
   
   
   
   

Teacher Tip: Encourage students to share their slogans and discuss why each tip matters.

Session 1 Discussion: Online Safety Reflection

Purpose: To help students process what they learned about safe and unsafe online behaviors, reinforce key vocabulary, and encourage peer-to-peer learning and support.

Discussion Guidelines:

• Listen respectfully when others speak.
• Use “I” statements (e.g., “I noticed…,” “I wonder…”).
• Build on classmates’ ideas by asking follow-up questions.
• Speak clearly and take turns.

1. Prompt: Surprising Scenarios

Question: Which scenario from our Safety Scenario Cards surprised you the most, and why?
Facilitator Notes:

• Encourage students to explain what made the scenario unexpected.
• Ask follow-up: “What could happen if someone didn’t recognize that behavior as unsafe?”
• Reinforce vocabulary: scenario, safe, unsafe, privacy.

2. Prompt: Password Power

Question: Why is using a strong, unique password important for online safety?
Facilitator Notes:

• Invite students to share their password-creation tips (e.g., mixing letters, numbers, symbols).
• Follow up: “How might a hacker try to guess a password, and how does our advice help?”
• Link back to worksheet item: “I use strong, unique passwords for my accounts.”

3. Prompt: Trusted Adults and Asking for Help

Question: When should you ask a trusted adult for help online, and who could that be?
Facilitator Notes:

• Ask students to name at least one trusted adult (parent, teacher, coach).
• Follow up: “How can talking to an adult keep you safer?”
• Highlight the worksheet reflection: “Who is a trusted adult you can talk to…?”

4. Prompt: Supporting Each Other

Question: How can we help our friends practice good online safety habits?
Facilitator Notes:

• Encourage ideas such as reminding friends to log out, checking privacy settings, or sharing a slogan from our posters.
• Follow up: “What’s a friendly way to remind someone without sounding bossy?”
• Connect to the Poster Creation Activity — revisit slogans displayed around the room.

Wrap-Up:

• Ask volunteers to share one new insight they gained.
• Record key takeaways on the board under headings “Tips,” “People to Ask,” and “Helping Friends.”
• Preview next session: respectful online communication and digital kindness.

Materials Referenced:

• Safety Scenario Cards
• Online Safety Checklist Worksheet

Emoji Tone Detector Game Cards

Instructions for Students:

1. Read each text message below, including the emojis.
2. Decide whether the tone of the message is Friendly, Neutral, or Rude.
3. Place each card in the pile for its tone category and be ready to explain why.
   
   Cards:
   
   1. “Hey! Thanks so much for helping me with my homework 😊”
   
   
   2. “Ugh, you’re always late 🙄”
   
   
   3. “Congratulations on your award! 🎉👏”
   
   
   4. “Can you send me the slides? 😃”
   
   
   5. “Whatever, do what you want 😤”
   
   
   6. “I’m sorry I missed your call 😔”
   
   
   7. “Nice job… I guess 🤷”
   
   
   8. “LOL that was hilarious 😂👍”
   
   
   9. “Please be quiet, I’m trying to study 😶”
   
   
   10. “Great work today! Keep it up 🏅”
   
   
   11. “You really don’t get it, do you? 😕”
   
   
   12. “Looking forward to seeing you this weekend 😁”
   
   Use these during the Emoji Tone Detector Game to sharpen your skills in identifying tone and choosing kind, clear communication online!

Respectful Role-Play Scenarios

Instructions for Students:
In pairs, take turns playing the Sender and the Receiver. For each scenario below:

1. The Sender reads their original message aloud.
2. Discuss how the Receiver might feel after reading it.
3. Rewrite the Sender’s message to be kinder, clearer, and more respectful.
4. The Receiver then practices responding in a positive, understanding way.

After 4 minutes, switch roles or move to the next scenario. Be ready to share your revised messages!

Scenario 1: Sarcastic Support

Original Sender Message:
“Nice job on your project… I guess 🤷”

Task:

• How might the Receiver feel?
• Rewrite the message to show genuine encouragement and kindness.
  
  
  
  
  
  

Scenario 2: Dismissive Reply

Original Sender Message:
“Whatever, do what you want 😤”

Task:

• Why could this feel hurtful?
• Rewrite it to express your opinion respectfully and invite a conversation.
  
  
  
  
  
  

Scenario 3: Rude Command

Original Sender Message:
“Stop messaging me so much 😶”

Task:

• What tone does this convey?
• Rewrite it to set a polite boundary without sounding bossy.
  
  
  
  
  
  

Scenario 4: Disrespectful Emoji

Original Sender Message:
“I don’t care 🙄”

Task:

• How could the Receiver interpret this?
• Rewrite the message to share your feelings honestly and respectfully.
  
  
  
  
  
  

Scenario 5: Hurtful Teasing

Original Sender Message:
“Haha you only scored 5 out of 10? lol you’re so bad 😂”

Task:

• Why might this upset the Receiver?
• Rewrite it to share feedback that’s constructive and kind.
  
  
  
  
  
  

After Role-Play Wrap-Up:

• Invite 2–3 pairs to share the original vs. revised messages.
• Discuss why small changes in word choice or tone make a big difference.
• Record best examples on the board as “Kind Communication Tips.”

Materials Referenced:

• Emoji Tone Detector Game Cards
• Communication Reflection Worksheet

Next: Complete your worksheet to reflect on what you learned about tone, empathy, and digital kindness.

Communication Reflection Worksheet

Name: _________________________ Date: ____________

Instructions:
Answer each question thoughtfully. Use the space below to write complete sentences.

1. Why is it important to think about tone and intention before sending a message online?

2. What are two words or emojis you can use to make a message feel friendly and caring? Explain how you would use them.

3. Choose one scenario from our Role-Play activity. How did rewriting the original message change the tone?

4. List two strategies you will use to ensure your messages are respectful and clear in the future.

5. Digital Kindness Commitments

Write two commitments you make for showing kindness and respect online.

• I will _______________________________________________________

• I will _______________________________________________________

Next Step: Keep this worksheet and review your commitments before you send messages online to practice digital kindness every day!

Worksheet Communication Reflection Answer Key

Material: Communication Reflection Worksheet
Link: Communication Reflection Worksheet

Question 1: Why is it important to think about tone and intention before sending a message online?

Sample Answer

“Thinking about tone and intention helps me avoid misunderstandings. If I choose my words and emojis carefully, the receiver will know I mean something friendly or supportive rather than rude or confusing.”

Teacher’s Step-by-Step Grading Guide

1. Identify key idea: Student mentions tone or intention and links to avoiding misunderstanding (1 point).
2. Explain impact: Student describes how thoughtful wording/emojis improve clarity or kindness (1 point).
3. Use example language: Look for concrete words like “friendly,” “supportive,” “clear,” or mention feelings (1 point).

Full Credit: All three elements present (3 points).
Partial Credit: Two elements present (2 points), or one element with a clear explanation (1 point).

Question 2: What are two words or emojis you can use to make a message feel friendly and caring? Explain how you would use them.

Sample Answer

“I would use the word ‘please’ to show respect and ‘thank you’ to show appreciation. I might also add a 🙂 emoji after a request to show I’m smiling and polite.”

Teacher’s Step-by-Step Grading Guide

1. List two items: Two words and/or emojis are named correctly (2 points: 1 per item).
2. Provide usage: Student explains how each word or emoji adds friendliness or caring (2 points: 1 per explanation).

Full Credit: 4 points.
Partial Credit: 2–3 points depending on completeness.

Question 3: Choose one scenario from our Role-Play activity. How did rewriting the original message change the tone?

Sample Answer (Scenario 1: Sarcastic Support)

• Original: “Nice job on your project… I guess 🤷”
• Rewritten: “Your project looks great! You put in so much effort 😊”
• Change in Tone: The revised message removes sarcasm and adds genuine praise with a smiley emoji, making the speaker sound supportive instead of doubtful.

Teacher’s Step-by-Step Grading Guide

1. Identify scenario: Student names which scenario they chose (1 point).
2. Show original vs. revised: Both messages are written correctly (2 points: 1 each).
3. Explain tone change: Student describes how sarcasm was removed and genuine support was added (2 points: 1 for identifying removal of negative tone, 1 for adding positive tone).

Full Credit: 5 points.
Partial Credit: 3–4 points for partial responses.

Question 4: List two strategies you will use to ensure your messages are respectful and clear in the future.

Sample Answer

1. I will pause and read my message out loud before sending to check how it sounds.
2. I will add polite phrases like “please” or “thank you,” and use a friendly emoji when appropriate.

Teacher’s Step-by-Step Grading Guide

1. Two distinct strategies: Each clear, actionable strategy earns 1 point (2 points total).
2. Relevance: Strategies relate directly to tone, clarity, or kindness (up to 1 additional point).

Full Credit: 3 points.
Partial Credit: 1–2 points if only one strategy is clear or strategies lack relevance.

Question 5: Digital Kindness Commitments

Sample Answer

• I will review my message for tone before I hit send.
• I will use at least one positive emoji to show friendliness when appropriate.

Teacher’s Step-by-Step Grading Guide

1. Two commitments named: Each commitment clearly stated (2 points).
2. Actionable and personal: Commitment uses “I will” and describes a habit the student can practice (2 points: 1 each).

Full Credit: 4 points.
Partial Credit: 2–3 points if one commitment is vague or not actionable.

Total Points Possible: 17

Teacher Tip: Use these point breakdowns to quickly identify strengths and areas for growth. Encourage students to revisit any partial responses and refine their ideas for clearer, kinder online communication.

Digital Footprint Mapping Activity

Instructions for Students:

1. Form groups of 3–4 and take 3–4 footprint templates and markers.
2. On each footprint, write one online action you’ve done (e.g., posted a photo, commented on a post, shared your location). Include the platform if you remember (e.g., Instagram, TikTok).
3. Use chart paper to lay out your footprints in the order they would appear in your digital trail—from your earliest to most recent action.
4. Label permanence using sticky notes:
   • Place a green sticky note labeled Permanent on footprints you think stay online forever.
   • Place a yellow sticky note labeled Temporary on footprints you believe you can delete or hide.
5. In your group, discuss:
   • Why do some actions leave lasting footprints?
   • What strategies (privacy settings, cautious sharing) can help you manage or remove footprints?
6. Decide on one online action you will change to better manage your digital footprint and be ready to share your choice and reasoning in the next discussion.

Materials Referenced:

• Footprint templates
• Chart paper and markers
• Sticky notes (Permanent vs. Temporary labels)

Digital Footprint Tag Game Cards

Instructions for Students:

1. Read each scenario below.
2. Decide whether the action leaves a Permanent or Temporary digital footprint.
3. Place each card in the “Permanent” or “Temporary” pile and be ready to explain your choice.
   
   Cards:
   
   1. You post a photo to a public social media profile.
   
   
   2. You share a Story that disappears after 24 hours.
   
   
   3. You comment on a friend’s post.
   
   
   4. You delete a photo from your timeline.
   
   
   5. You like a public post.
   
   
   6. You send a private message (DM) to a friend.
   
   
   7. You update your profile picture.
   
   
   8. You save a post as a draft but don’t publish it.
   
   
   9. You share your live location in a post.
   
   
   10. You change your privacy settings to “Friends only.”
   
   
   11. You join a public online group or forum.
   
   
   12. You clear your browser history.
   
   Use these cards during the Footprint Tag Game to discuss how some online actions last forever while others can be removed or hidden, and explore strategies for managing your digital footprint.

Digital Footprint Reflection Worksheet

Name: _________________________ Date: ____________

Instructions:
Answer each question in complete sentences. Use the space below to reflect on what you learned about digital footprints and how to manage them.

1. Which online action from our Digital Footprint Mapping Activity leaves the most lasting trace? Why?

2. Explain the difference between a Permanent and a Temporary digital footprint. Give one example of each from our Digital Footprint Tag Game.

3. Why is it important to manage or remove permanent footprints? Describe a situation where hiding or deleting a footprint could help protect your privacy or reputation.

4. List two strategies you will use to manage your digital footprint. For each, explain how you will put it into practice.

1. ___________________________________________________________
   
   
   
   
2. ___________________________________________________________
   
   
   
   

5. Digital Footprint Pledge

Write one promise you make today to protect or improve your online reputation. Be specific!

Digital Footprint Reflection Answer Key

Material: Digital Footprint Reflection Worksheet
Link: Digital Footprint Reflection Worksheet

Question 1: Which online action from our Mapping Activity leaves the most lasting trace? Why?

Sample Answer

“The action of posting a photo to a public social media profile leaves the most lasting trace because anyone can download or share it, and it stays searchable online even if I delete it later.”

Teacher’s Step-by-Step Grading Guide

1. Action identified (e.g., posting a photo publicly) – 1 point.
2. Reason explained (mentions sharing, searchability, permanence) – 1 point.
3. Connection to permanence (links action to lasting online record) – 1 point.

Full Credit: 3 points.
Partial Credit: 2 points if only action and reason; 1 point if only action or only a brief reason.

Question 2: Explain the difference between a Permanent and a Temporary digital footprint. Give one example of each from the Tag Game.

Sample Answer 

“A Permanent footprint stays online even if you try to remove it—for example, commenting on a public post can be copied or cached. A Temporary footprint disappears after a set time or you can delete it—for example, sharing a Story that automatically vanishes after 24 hours.”

Teacher’s Step-by-Step Grading Guide

1. Definition of Permanent (mentions lasting, undeletable, cached, public) – 1 point.
2. Definition of Temporary (mentions disappears, erasable, time-limited) – 1 point.
3. Example of Permanent (correctly names a Tag Game scenario) – 1 point.
4. Example of Temporary (correctly names a Tag Game scenario) – 1 point.

Full Credit: 4 points.
Partial Credit: 2–3 points depending on completeness of definitions and examples.

Question 3: Why is it important to manage or remove permanent footprints? Describe a situation where hiding or deleting a footprint could help protect your privacy or reputation.

Sample Answer 

“Managing permanent footprints is important because old posts or comments can be seen by future friends, teachers, or colleges and might affect how they view me. For example, if I once shared my live location publicly, removing that post can prevent strangers from knowing where I live and keep me safe.”

Teacher’s Step-by-Step Grading Guide

1. Importance stated (mentions privacy, reputation, safety) – 1 point.
2. Situation described (specific scenario of risk or misunderstanding) – 1 point.
3. Connection to removal (explains how deleting helps protect) – 1 point.
4. Relevance to privacy/reputation (links to personal safety or future impact) – 1 point.

Full Credit: 4 points.
Partial Credit: 2–3 points if some elements are missing or scenario is vague.

Question 4: List two strategies you will use to manage your digital footprint. For each, explain how you will put it into practice.

Sample Answer 

1. I will review privacy settings on each social media account once a month to ensure only friends can see my posts.
2. I will think before I post by asking myself: “Could this be misunderstood or taken out of context?” before I share anything.

Teacher’s Step-by-Step Grading Guide

1. Two distinct strategies named – 2 points (1 per strategy).
2. Explanation for each (how to implement) – 1 point.

Full Credit: 3 points.
Partial Credit: 1–2 points if strategies are unclear or lack implementation details.

Question 5: Digital Footprint Pledge

Write one promise you make today to protect or improve your online reputation. Be specific!

Sample Answer 

“I promise that before I post any photo or comment, I will check who can see it and remove tagging permissions for people I don’t know personally.”

Teacher’s Step-by-Step Grading Guide

1. Specific action promised (mentions checking settings, reviewing content, controlling audience) – 1 point.
2. Personal and actionable (uses “I will” and describes a clear habit) – 1 point.

Full Credit: 2 points.
Partial Credit: 1 point if pledge is generic or not linked to a clear action.

Total Points Possible: 16

Teacher Tip: Use these rubrics to provide targeted feedback. Encourage students who score below full credit to refine their answers by adding specific examples or deeper explanations. Review common misconceptions about permanence and privacy, and reinforce good digital habits through ongoing reflection and discussion.

Session 3 Discussion: Digital Footprint Reflection

Purpose: To help students consolidate their understanding of digital footprints, discuss permanence versus temporary traces, and support each other in making mindful online choices.

Discussion Guidelines:

• Listen respectfully and do not interrupt.
• Use “I” statements (e.g., “I noticed…,” “I felt…”).
• Ask follow-up questions to learn more from classmates.
• Keep comments focused and on topic.

1. Prompt: Most Surprising Footprint

Question: Which online action from our Digital Footprint Mapping Activity surprised you the most in terms of how lasting it can be? Why?
Facilitator Notes:

• Encourage students to name a specific action (e.g., posting a photo, commenting).
• Ask follow-up: “What could happen if someone else found that activity months or years later?”
• Reinforce vocabulary: digital footprint, permanence, trace.

2. Prompt: Permanent vs. Temporary Traces

Question: How do you decide if a footprint is Permanent or Temporary? Give an example of each from our Digital Footprint Tag Game Cards.
Facilitator Notes:

• Look for examples like public posts (permanent) versus Stories (temporary).
• Ask: “Why might a temporary footprint still leave a lasting impact?”
• Highlight concepts: cache, shareability, delete, vanish.

3. Prompt: Managing Your Footprint

Question: What strategy from our mapping and tag game will you use to manage or remove permanent footprints? How will you put it into practice?
Facilitator Notes:

• Invite students to reference specific strategies (privacy settings, deleting old posts).
• Follow-up: “When will you schedule time to check your settings or review old posts?”
• Link back to worksheet: “Which one promise did you write on your Digital Footprint Reflection Worksheet?”

4. Prompt: Supporting Friends’ Footprints

Question: How can we help our friends and family be aware of their digital footprints?
Facilitator Notes:

• Encourage ideas like reminding friends to adjust privacy settings, sharing a quick tip or article, or modeling good posting habits.
• Ask: “What’s a respectful way to bring up someone’s old post if you’re worried about its impact?”
• Connect to group mapping: revisit footprints and discuss teamwork in managing trails.

Wrap-Up:

• Ask 2–3 volunteers to share one insight or commitment they learned from today’s discussion.
• Record key takeaways on the board under headings: “Surprises,” “Strategies,” and “Helping Others.”
• Remind students to revisit their pledges and footprints regularly as they continue to explore responsible digital citizenship.