Online Safety Board Games Lesson Plan: Identify Internet Safety Rules

In this internet safety lesson plan, which is adaptable for grades K-3 and changed to meet the
needs and standards of 3-5th grade, students use youtube, internet, and BrainPOP Jr.
resources to identify and analyze basic online safety rules. Students then create game boards which
the class can play to reinforce the safety rules and encourage critical thinking. (Watson, n.d)

ISTE standards for 3rd-5th grade

GLE 1.3.1
Identify and define authentic
problems and significant
questions for investigation
and plan strategies to guide
inquiry.

Reading: Key Ideas and Details

Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.

Build background
knowledge and generate
questions by viewing
multimedia.

RL.3.1 & RI.3.1

Ask and answer questions to

demonstrate understanding of a
text, referring explicitly to the
text as the basis for the answers.

use basic navigation skills

that increase in complexity
across grade levels.

RI.3.5

Use text features and search

tools (e.g., key words, sidebars,
hyperlinks) to locate information
relevant to a given topic
efficiently.

Students will:

1. Identify and analyze basic Internet safety rules from the 10 rules to use in
technology (Sanders, 2015) I posted in unit 6. The students will know the first three of these
top 10 rules (with 2 added to meet our goal) and the safety precautions behind them.
a. ONLY VISIT APPROVED INTERNET SITES and why some

are considered to be inappropriate. No clicking links or ads on approved

sites.
i. Educating older students regarding how to
avoid the inadvertent access of inappropriate material and
appropriate, effective responses if they accidentally access such
materials, especially if the site has "trapped" them and will not allow
them to exit, is essential. (Williard, 2002)

b. NEVER GIVE OUT YOUR PERSONAL INFORMATION.

There are several reasons that children should
not be giving out personal information while they are online. There
are millions of online predators who make friends with young
children every day. These predators lie, pretend to be a childs new
best friend, and get personal information from the child. (Feldman,
2009)
i.

c. NEVER DOWNLOAD ANYTHING WITHOUT TEACHER

PERMISSION
i.

The importance of cybercrime.

d. THE IMPORTANCE OF A GOOD PASSWORD (added to the

top 10)
e. BE CAREFUL WHAT YOU POST
i. It is there forever

Materials: (I kept all materials the same as Ms. Watson)

Mobile computer lab and interactive smart board for showing videos,
quizzes and research
Dice or spinners

 Game board game pieces

Materials for students to create gameboards (poster paper, markers,
etc.)

Vocabulary: I changed some of the vocabulary to meet the standards

and grade level vocabulary of 3rd - 5th grade students. Added
vocabulary is in bold.
identity; anonymous; cybercrime; screen name; gender; register; social network; administrator;
password; respect; predator; links; world-wide web

Preparation:
Preview the Safe Web Surfing movie and quiz. I will use Educanon to show a youtube video on
internet safety. Embedded within a youtube video , I will ask questions as a formative quiz to check
for students understanding and create accountable talk. The video link is
https://youtu.be/yrln8nyVBLU. Lesson is projected to take 3 days to complete.

Lesson Procedure:
Before instruction:
1. Pulling from students prior and previous knowledge on the subject from personal
experience work exploring the internet, Pose an open-ended question to get students
thinking about the topic: Do you think the average student in your grade level understands
how to stay safe online? Why? Have volunteers share their opinions and experiences in
pairs or in a whole-class discussion. Talk about how some students may think they
understand online safety, but unwittingly put themselves at risk. (Watson, n.d) Create a
survey on the board of the responses. Students in 5th grade have already had 2 years of
computer skills and basic internet training from computer classes.
During instruction:
2. The students will use critical thinking skills, research, prior knowledge and video information to
create a game board to teach others about internet safety.

3. Show the Online Safety movie. Consider turning closed captioning on to help students
process the information. Pause throughout the movie for note-taking, asking questions, discussing
key points, etc. (Watson, n.d)
2. Use the Quiz to prepare students for creating their games. Click on 'Review Quiz'
which will confirm the correct answers as you go. Show one question at a time and facilitate
discussion. You may choose to have students indicate their answer choices with a hand
signal, and in instances of disagreement, ask volunteers to share their thinking. (Watson,
n.d)
3. Each group of 3-4 students will work together to create their game board. All
materials will be provided in a bucket for students to choose from to create their game board.
An example game board will be shown to students. The students may look up game board
designs online if guidance is needed for creativity at https://www.google.com/search?
q=game+board+template
4. I will Have students work in groups to create quiz questions for their internet safety
board games. The questions (will) address specific scenarios that students often encounter
that are related to the rules presented in the movie. The students will type and print these or
hand-write them onto index cards and create answer keys or a self-checking system for the
game. (Watson, n.d) The students may use the following sites to research more examples
or scenarios for their game:
a. http://www.nationalcac.org/prevention/internet-safety-kids.html
b. http://www.safekids.com/kids-rules-for-online-safety/
c. http://primarytech.global2.vic.edu.au/2012/10/12/10-internet-safetytips-for-students/
During the research, I will use improvisation with a student to have him/her click on a flashing
link or download a link he is not supposed to to create an example from the results. I am
hoping to work with our Tech guy to get it set up so the firewall doesnt impale me from
showing an example.
5. Once students have created their game boards (in class only), they will take a class
period to play at least two other groups board games. They may not play their own.
After instruction:
6. Afterward, discuss the experience as a class and talk about which game questions
were the most thought-provoking or caused the most controversy. (Watson, n.d) I will keep
the games as examples for the next years class.
7. We will Revisit the initial question (Do you think the average student in your grade
level understands how to stay safe online?) and have students share whether their opinions
changed after viewing the movie and playing the games. (Watson, n.d) We will then go back
to the survey and show the new results on the effects of their changed views.Will they make
any changes to their own Internet usage? Why? What new precautions will they take?
(Watson, n.d) Why? As an assessment, I will have students create a debate on the different

views that were created from the survey. During this debate, I will create a standards based
grading checklist for students who convey the pedagogy for the safety of the internet.
I feel it is very important for students to be able to use the mobile labs for the purpose of
each student learning the ins and outs of the internet. As screens pop up in different internet sites
as ads, the students will have to let me know so we can show the class and discuss the importance
of not clicking on them and entering in information. They will be defining authentic problems and
creating those significant questions and inquiry as stated in standard GLE 1.3.1 as they create
question for their board games and during the discussion from the video on the interactive
whiteboard. This lesson provided the technology needed for whole class, small group and individual
inquiry on the given topic.
Feldman, B.J. (2009) Talking to your kids about giving out personal information.

Surfnetkids. Retrieved from http://www.surfnetkids.com/tech/636/talking-to-your-kidsabout-giving-out-personal-information/

Sanders, J. (2015) 10 classroom rules for using technology. Whooosreading. Retrieved from
http://blog.whooosreading.org/10-classroom-rules-for-using-technology/

Watson, A. (n.d) Online safety board games lesson plan: Identify internet safety rules
Grade Levels: K-3. Brainpop educators. Retrieved from
https://educators.brainpop.com/lesson-plan/online-safety-board-games-lesson-planidentify-internet-safety-rules/
Williard, N (2002) Safe and responsible use of the internet: A guide for educators. NTIA.
Retrieved from
https://www.ntia.doc.gov/legacy/ntiahome/ntiageneral/cipacomments/comments/willard/
Chapters.htm