Be Internet Awesome Curriculum PDF

Welcome to the Be Internet Awesome curriculum, a collaboration between Google, The Net Safety Collaborative, and the Internet Keep Safe Coalition. This resource is part of the Be Internet Awesome program designed to help teach kids the skills they need to be safe and smart online. This year, we’ve...

Welcome to the Be Internet Awesome curriculum, a collaboration between Google, The Net Safety Collaborative, and the Internet Keep Safe Coalition. This resource is part of the Be Internet Awesome program designed to help teach kids the skills they need to be safe and smart online. This year, we’ve added 10 new activities to the curriculum. We partnered with the Committee for Children nonprofit organization to create new social-emotional learning activities to help guide children on their digital journeys. Additionally, we’ve added new lessons on search literacy and updated our safety and security activities to meet the needs of today’s digital world. You’ll also find activities categorized for specific grade levels to accommodate the wide spectrum of child development. Notably, the Be Internet Awesome program has undergone a thorough evaluation by the University of New Hampshire’s Crimes Against Children Research Center. As a result of the study, this is the first internet safety program proven to positively impact student learning on topics of online safety and digital citizenship. The Be Internet Awesome curriculum is self-contained. All the activities are designed to be used with no prior professional development, minimal class prep and no special equipment or resources needed to teach them. Additionally, the lessons are reinforced through gameplay with Interland , an adventure-packed online game that makes learning about digital safety and citizenship interactive and fun—just like the internet itself. Five fundamental topics of digital citizenship and safety form the Internet Code of Awesome: Share with Care: Digital Footprint and Responsible Communication Don’t Fall for Fake: Phishing, Scams, and Credible Sources Secure Your Secrets: Online Security and Passwords It’s Cool to Be Kind: Combating Negative Online Behavior When in Doubt, Talk It Out: Questionable Content and Scenarios This curriculum was created for grades 2−6, however educators with both older and younger students have found value in the lessons, particularly with key vocabulary, class discussions (they age up or down), and gameplay. We encourage you to experiment to find what works best for your learners, whether that means completing the curriculum start to finish or going deep on one or two lessons most needed by your students. To complement the curriculum, you’ll find additional educator and family resources—such as ready-to-teach Pear Deck slides, printable activities, and a family guide and tips for the home. The International Society of Technology in Education (ISTE) completed an independent audit of Be Internet Awesome, recognizing the program as a resource that prepares young learners to meet the 2021 ISTE Standards for Students. ISTE has awarded Be Internet Awesome with the Seal of Alignment for Readiness. Table of Contents Educator’s Guide 4 Resource 1 How to teach the curriculum Resource 2 Vocabulary Activities Resource 3 Parent introduction email/letter template Resource 4 Frequently asked questions Unit 01: Share with Care 12 Lesson 1 When not to share Lesson 2 Keeping it private Lesson 3 That’s not what I meant! Lesson 4 Frame it Lesson 5 Who is this person anyway? Lesson 6 How do others see us online? Lesson 7 Interland: Mindful Mountain Unit 02: Don’t Fall for Fake 34 Lesson 1 Popups, catfishing and other scams Lesson 2 Who’s this ‘talking’ to me? Lesson 3 Is that really true? Lesson 4 Spotting untrustworthy information online Lesson 5 If we were a search engine Lesson 6 Practicing internet search Lesson 7 Interland: Reality River Unit 03: Secure Your Secrets 70 Lesson 1 But that wasn’t me! Lesson 2 How to build a great password Lesson 3 Keep it to yourself Lesson 4 Interland: Tower of Treasure Lesson 5 What is digital privacy? Lesson 6 How is my data used? Lesson 7 Protecting your privacy online Unit 04: It’s Cool to Be Kind 100 Lesson 1.1 Noticing feelings Lesson 1.2 Practicing empathy Lesson 2.1 Your kindness gram Lesson 2.2 Ways to show kindness Lesson 3 From negative to nice Lesson 4 About your tone Lesson 5 How words can change the whole picture Lesson 6 Interland: Kind Kingdom Unit 05: When in Doubt, Talk It Out 128 Lesson 1 What does it mean to be brave? Lesson 2 From bystanders to helpers Lesson 3 Helpers have options! Lesson 4.1 Seeing upsetting stuff: What do I do? Lesson 4.2 Upsetting stuff online: What do I do? Lesson 5.1 What to do about mean stuff on screens Lesson 5.2 Handling mean behavior online Lesson 6 When to get help Lesson 7 Report it online, too Educator’s Guide: Resource 1 How to teach the curriculum The Be Internet Awesome curriculum is flexibly designed so you can easily make it work in your classroom for your unique group of students. Depending on the time in your schedule and student readiness, we encourage you to tweak any lesson as needed. For example, we might recommend to facilitate an activity as a whole class but, knowing your students, you might feel that the activity would work better if they complete it in small groups. Those are the kinds of tweaks we hope you feel empowered to make. Work that teacher magic! A few things about the curriculum: 1. Every unit has a list of vocabulary words that appear throughout the lessons. This list can be printed and provided to students as a resource. Be sure to check out the Vocabulary Activities we’ve provided in the following pages! 2. Each of the 5 units has a different number of lessons. Every lesson has the following structure: ✓ Goals for students ✓ Let’s talk—background knowledge for teachers written in student-friendly language (in case you want to just read it to your students) ✓ Activity—some activities may have a recommended grade-level modification. ✓ Takeaway—summary of lesson content and opportunity for reflection. 3. Each lesson title will be marked with a symbol to indicate grade-level recommendation. It will also have a symbol if it is a Media Literacy and/or Social-Emotional Learning lesson. Grades Grades Grades Media Social-Emotional 2−6 2−3 4−6 Literacy Learning 4. This curriculum is designed for you to teach in two different ways: in the order in which the lessons appear or in an order that matches the particular digital learning needs of your own students. The units are purposefully sequenced for classrooms starting from scratch, but many elementary grade students know parts of this knowledge base and can help you discover the specific skills they want or need to develop. Talking with them about what they do and don’t know would be a great place to start. We hope you all enjoy being internet awesome together! 4 Educator’s Guide: Resource 2 Vocabulary Activities The vocabulary used in these activities can be found at the beginning of each unit. Tell Me More Directions 1. Students find a partner. 2. Partner 1 turns his or her back to the board (students can be seated or standing). 3. Teacher displays three to five vocabulary words on the board. 4. P  artner 2 faces the board and explains the first vocabulary word to Partner 1 Materials needed: without saying the vocabulary word. Board to display vocabulary words (chalkboard, poster 5. Partner 1 tries guessing the vocabulary word. paper, whiteboard, etc.) 6. O  nce Partner 1 correctly guesses the first vocabulary word, Partner 2 moves on to describe the next word. 7. C  ontinue steps 3−6 until Partner 1 correctly guesses all the words on the board. 8. F  or the next round, Partners 1 and 2 switch roles. Repeat the activity with new vocab words. Be Internet Directions Awesome Bingo 1. Distribute Be Internet Awesome bingo cards (choose between a 5 x 5 or 3 x 3 bingo card) and game pieces to each student. 2. Students fill in bingo cards with vocabulary words from a given unit. 3. Teacher reads the definition of a vocabulary word. Teacher can randomly pick definitions from the unit’s vocabulary list. Materials needed: 4. S tudents search to see if the word that matches the definition is on their board Handout: Be Internet Awesome bingo cards and mark it with a game piece. Game pieces (anything 5. A student can call out “Bingo!” when every spot in a row, column, or diagonal has that can be used to mark a game piece. a spot—small cubes, paper clips, beans, etc.) 6. C ontinue playing with the current bingo cards, or have students remove all game pieces and play again. Word Web Directions 1. Each student finds one partner. 2. Distribute Word Web handout to each group (students can also re-create the Word Web handout on paper). 3. S tudents write one vocab word in the circle on the handout. You can implement this Materials needed: step in three different ways: Handout: Word Web (page 8) Assign the same vocab word for all groups. Assign a different word to each group. Students choose their own vocabulary word from the unit list. 4. Students then work with their partners to complete the handout. 5. Once completed, here are some ways you can extend this activity: Students complete another Word Web for a new vocabulary word. Collect completed handouts and display in the classroom on a word wall. Host a gallery walk, where students see their classmates’ Word Webs. 5 Handout: Resource 2 Be Internet Awesome bingo card (5 x 5) 6 Handout: Resource 2 Be Internet Awesome bingo card (3 x 3) 7 Handout: Resource 2 Word Web Definition Characteristics Examples Non-examples 8 Educator’s Guide: Resource 3 Parent introduction email/letter template Hereʼs a template for an email or letter that you can customize to tell parents you’re using Be Internet Awesome to help their kids learn to learn how to be safe, smart digital citizens. Dear Parent, When our kids are young, we do our best to help them get the most out of the internet while keeping them safe online. As children mature into teenhood, our role shifts to helping them learn to navigate the digital parts of their lives safely and thoughtfully. At [school name], we believe in partnering with parents and preparing our [grade] students to: Think critically and evaluate apps, websites and other digital content. Protect themselves from online threats, including bullying and scams. Get smart about sharing: what, when, how, and with whom. Be kind and respectful toward other people online, including respecting their privacy. Ask for help with tricky situations from a parent or other trusted adult. This year, these efforts will include Be Internet Awesome, a multifaceted program designed to teach kids the skills they need to be safe and smart online. One of the resources, Interland, is a browser‑based game that makes learning these skills interactive and fun. It can be played at home too (your child might love to show you how it’s done). Developed by Google in partnership with educators, researchers, and online‑safety experts at The Net Safety Collaborative and iKeepSafe.org, Be Internet Awesome provides fun, age‑appropriate learning experiences built around five foundational lessons: Share with Care Donʼt Fall for Fake Secure Your Secrets Itʼs Cool to Be Kind When in Doubt, Talk It Out Smart, safe technology use can enable students to drive their own learning and help our school function better. We believe this program will mark an important step toward our goal of ensuring that all our students at [school name] are learning, exploring, and staying safe online, both inside and outside the school walls. Weʼll be happy to share more information about this new program, including introductions to some of the resources your student will start using in class, but we also invite you to check out the resources that go with it at g.co/BeInternetAwesome. We encourage you to ask your student about what they’re learning and continue the conversation at home—and who knows, you just might pick up a few privacy and security tricks yourself! Sincerely, [You] 9 Educator’s Guide: Resource 4 Frequently asked questions Is it necessary to complete the lessons before having students play Interland? No, but it can be helpful. The game is best when it reinforces what’s learned with the curriculum—and it’s more fun when students have had a chance to engage with you in discussions and brainstorms prior to the game play experience. Do students need Google Accounts for Be Internet Awesome? Nope! Be Internet Awesome is available to anyone who visits the site. Because Google does not gather any student data, Be Internet Awesome does not have or require any logins, passwords or emails. What devices are compatible with Interland? Interland works on any device that has an internet connection and a web browser. That means most any desktop or laptop computer, tablet, or mobile phone is ready to help students Be Internet Awesome. What are all the URLs? For the Be Internet Awesome homepage, visit g.co/BeInternetAwesome. For the Interland game, visit g.co/Interland. For the Be Internet Awesome curriculum, visit g.co/BeInternetAwesomeEducators. For family resources, visit g.co/BeInternetAwesomeFamilies. Do I need special training or to be a special kind of teacher to teach this curriculum? First: Any K–12 teacher can teach this curriculum to their students. No extra training is required. Second: Every teacher is special. : ) Third: The lessons are optimized for fun, relaxed give‑and‑take between teacher and students, ideally with judgment‑free active listening on the educator’s part. What grade level is Be Internet Awesome best suited for? The full program, including the curriculum, the game, and the resources on the website, was designed for users from 2nd to 6th grade (ages 7−12). However, depending on how teachers tailor the curriculum, the topics can be helpful for any grade level. How do kids learn from the game? The game reinforces curriculum concepts by allowing them the freedom to explore healthy digital practices through play and understand digital interactions (and their consequences) in a safe, educational space. Can each lesson be used in Google Classroom? Yes, yes, and more yes. You can assign Interland to specific classes or sections, or make the resource available to all your students in the form of a class announcement. 10 Is there a shared folder or website with worksheet handouts easily accessible to project onto a whiteboard? Yes—in the form of presentation decks. For the most current updates, we worked with Pear Deck to adapt the curriculum to slide decks for easy presentation, distribution, and sharing. You can find them at g.co/BeInternetAwesomeEducators. Do I need to be a digital citizenship expert to use this program? Not at all. The curriculum was designed so that any teacher can pick it up and teach it in their class. Furthermore, if you are interested in brushing up or learning more on digital safety and citizenship topics, you can take our online course for educators at g.co/OnlineSafetyEduTraining. Is the Be Internet Awesome curriculum aligned with any national or state standards? Glad you asked. Yes, it is. The curriculum is aligned with both ISTE (International Society for Technology in Education) and AASL (American Association of School Librarians) standards. Can my students save their work on Interland? Not in the current version, and that’s not likely to change. Be Internet Awesome does not generate or store any personal identifiable information whatsoever—including savefiles. The reasons for this were purposeful—we do not collect student data, and we wanted the experience to be accessible to everyone—so it’s not necessary to have an account, a login or a password. That’s good, but a lot of my students are proud they finished the game and of what they learned. We hear you, and for that reason we have created a customizable certificate template so that you can enter a student’s name and create a printable, personalized certificate of course completion for your students. Where can I find the other educator resources? All Be Internet Awesome educator materials can be found on our resources page at g.co/BeInternetAwesomeEducators. Is there an online community of Be Internet Awesome users to share ideas or get help? Yes! (And we love it.) We frequently share ideas and engage with teachers on Twitter. Please follow us to learn more about Be Internet Awesome and other topics at @GoogleForEdu. 11 Unit 01: Be Internet Smart Share with Care Protecting yourself, your information and your privacy online Lesson overview Lesson 1 When not to share Grades 2−6 Lesson 2 Keeping it private Grades 2−6 Lesson 3 That’s not what I meant! ML Grades 2−6 Lesson 4 Frame it ML Grades 2−6 Lesson 5 Who is this person anyway? Grades 2−6 Lesson 6 How do others see us online? Grades 2−6 Lesson 7 Interland: Mindful Mountain Grades 2−6 Themes Teachers and parents understand how digital mistakes can hurt feelings, reputations, and privacy. But it can be harder to convince kids that a seemingly harmless post today could be misunderstood tomorrow—let alone in the future and by people they never thought would see it. These activities use concrete examples and thought‑provoking discussions to teach young learners how to maintain a positive online presence and protect their privacy. Goals for students ✓ C  reate and manage a positive reputation both online and offline. ✓ R  espect the privacy boundaries of others, even if different from one’s own. ✓ U  nderstand the potential impact of a mismanaged digital footprint. ✓ A  sk for adult help when dealing with sticky situations. Standards ISTE Standards for Educators: 1a, 1b, 2a, 2c, 3b, 3c, 3d, 4b, 4d, 5a, 6a, 6b, 6d, 7a addressed ISTE Standards for Students: 1c, 1d, 2a, 2b, 2d, 3b, 3d AASL Learning Standards: I.a.1, I.b.1, I.c.1, I.d.3, I.d.4, II.a.2, II.b.1, II.b.2, II.b.3, II.c.1, II.c.2, d.2., III.a.1, III.a.2, III.a.3, III.b.1, III.c.1, III.c.2, III.d.1, III.d.2, IV.a.1, IV.a.2, V.a.2, VI.a.1, VI.a.2, VI.a.3 Share with Care 13 Share with Care Vocabulary Lessons 1 and 2 Lesson 4 Online privacy: A broad term that usually means the Frame: When you take a photo or video of a landscape, ability to control what information you share about person or object, the frame is what defines the section yourself online and who can see and share it that the viewer can see. The part you decide to leave outside the frame is what your viewer won’t be able Personal information: Information that identifies you— to see. for example, your name, street address, phone number, social security number, email address, etc.—is called Lessons 5 and 6 personal (or sensitive) info. It’s a good idea to make a rule Assumption: Something that you or other people think for yourself not to share this kind of information online. is true about a person or thing but there is no proof that it’s true Reputation: The ideas, opinions, impressions, or beliefs that other people have about you—something that you Curate: To decide what to post online—text, photos, can’t be totally sure about but that you usually want to sounds, illustrations or videos—and then organize and be positive or good present it while thinking about what effects it might have on people who see it, or what it might make them think Lesson 3 about you Code: A word or phrase, an image (like a logo or emoji) or some other symbol or collection of symbols that Digital footprint (or digital presence): Your digital represent a certain meaning or message. Sometimes it’s footprint is all the information about you that appears a secret code that only certain people understand; often online. This can mean anything from photos, audio, videos it’s just a symbol that stands for something almost and texts to “likes” and comments you post on friendsʼ everybody understands. profiles. Just as your footsteps leave prints on the ground while you walk, what you post online leaves a trail too. Context: Information that surrounds the message or whatever we’re seeing which helps us understand it. Fact: Something that is or can be proven to be true Context can include the place where the message is, the time when it appears or who it’s coming from. Opinion: Something you or other people believe about a person or a thing that isn’t necessarily a fact because Interpret: The way a person understands a message, a belief can’t be proved or the meaning they get from it Lesson 7 Representation: A picture, symbol or description that Oversharing: Sharing too much online—usually it means says a lot about (or expresses a truth about) a thing, sharing personal information or just too much about a person or a group yourself in a certain situation or conversation online 14 Share with Care: Lesson 1 When not to share Students pair up and compare pretend secrets to start thinking about zones of privacy. About this lesson: This is a foundational lesson on internet privacy for people of all ages. It’s the one about how it’s almost impossible to take back what you share, control who will see it and how far into the future it’ll be seen. It might help if you ask your students what technologies they use first—and then refer to those media and devices in the activity. If you aren’t familiar with the apps, no problem! As you know, your students would probably love it if you ask them to help you with that. Goals for students ✓ Understand what kinds of personal information should be kept private and why. ✓ Remember that everyone deserves to have their privacy decisions respected. Letʼs talk Why does privacy matter? The internet makes it so easy to communicate with family, friends—everybody. We send messages, share photos, join chats and livestream—sometimes without thinking about who can see them, either right then or at a completely different time. A picture or post you think is funny and harmless could be misunderstood by people you never thought would see it—now or way off in the future. Feelings could get hurt. Someone who doesn’t get the joke could think you’re mean just because they don’t know you. Once somethingʼs out there, it’s hard to take it back, and people can copy, screenshot it and share it. Remember: What you post or share could be seen by people you’ll never meet. Once something about you is online, it could be there forever—even if someone else just takes a screenshot and shares it. It’s kind of like a permanent marker: the marks it makes are really hard to erase. All put together, lots of bits of information that are public and hard to erase are what make up a reputation—what people think of you. So you want to have as much control as possible over what you share. Thatʼs why your privacy matters. You can protect it by posting it privately or sharing only things that youʼre totally sure you want to share—in other words, by being careful about what you say, post and share online. It’s also good to know when to post nothing at all—not to react to somebody’s post, photo or comment, share something that might not be true (even if it’s just a joke), overshare (share too much) or post personal information. Everybody’s heard “think before you post,” and that’s because it’s really good advice. The way to respect your own and other people’s privacy is to think about what’s ok to post, who might see what you post, what effect it could have on you and other people (tomorrow or when you’re all 16!) and when not to post anything at all. Continued on the next page → Share with Care 15  Some questions for further discussion (these questions can also go home with students for follow up family discussions): Why should we never post our full name, address, phone number and other personal info online? When is it ok to share a photo or video of someone else? Is it ever ok to tell someone else’s secret or private information—why/why not? What if you think it’s a joke? What if someone you care about is posting something private that makes you think they’re in danger—would you share it? If you think so, should you tell them you’re worried? Should you tell them you’re thinking about telling an adult who cares about them? Activity 1. Make up a secret Make sure it’s a pretend secret not a real one. 2. Tell your partner Okay, got your secrets? Now letʼs all pair up, share your secret with your partner, and discuss these three questions: Would you share this secret with anyone? Who would you share your secret with and why? How would you feel if someone told everyone your secret without your permission? 3. Tell the class Finally, each student tells the class their pretend secret and how they felt about sharing it. The class can discuss their answers to the questions just above. Takeaway Secrets are just one type of personal information that we keep private online—or share only with trusted family or friends. Once you’ve shared a secret, you’re no longer in control of where it can go. That’s why people say we should always think before we post (they’re right!). Other kinds of information you should never post online: Your home address and phone number Your email Your passwords Your full name Your grades and schoolwork 16 Share with Care: Lesson 2 Keeping it private The class reviews four written scenarios and discusses what might be the best privacy solution for each one. Goals for students ✓ Analyze how to see privacy concerns from different peopleʼs points of view. ✓ Understand how different scenarios call for different levels of privacy. Letʼs talk Privacy scenarios: What should you do? Take a look at the following scenarios below to learn more. Activity Weʼre going to review the five scenarios and talk about how each one might have a different privacy solution. We’ll split up into four groups, discuss one scenario each, and then come back for a class discussion about our findings. Materials needed: Teacher’s outline: “Keeping it private” Scenarios Scenario 1: Someone told Kid A that it’s good to change up passwords and passcodes on our phones every now and then. So they decide to change their password for their favorite game. Kid A’s best friend, Kid B, likes to play the game too but doesn’t have a login for it, so Kid B plays the game with Kid A’s log‑in. Kid A shares the new password with Kid B. Was it good that Kid A changed their password? Was it good that Kid A shared their password with Kid B? Why or why not? What if Kid A shares their password for a social media account too? Same answer? Same answer when they’re in high school and have different friends? Scenario 2: Someone writes in their personal journal. You find out that a friend found it when they spent the night at their house and thought it would be a funny joke to post parts of it online. Was the friend wrong to post that information online? Was it funny? Why or why not? How would you feel if someone did this with something you didn’t want anyone else to see? Continued on the next page → Share with Care 17  Scenario 3: Someone posts, “Have a great vacation,” on a friendʼs social media page. Had the friend announced publicly that they were going away? Did they want everybody on the planet to know? (Well not everybody on the planet, but you never know.) Are there more private ways to communicate this message? Scenario 4: You know that another student made a fake social media account that’s impersonating someone else and makes them look bad. It also includes their personal information. Does the student being impersonated have a right to know—would you tell them? It’s not obvious who made it, but you know who did it. Should you tell the person to take it down? Should you tell a teacher or other trusted adult? What could happen if nobody does? Scenario 5: The kids at your house take turns using your mom’s tablet, so everybody knows the passcode. Your whole family also has one account for doing online shopping at this one website. That was all fine until one day your brother had a friend over and they were using your mom’s tablet to look at some amazing headphones for gamers on that shopping site. Your brother went to get a snack in the kitchen, then they went outside to shoot some hoops. A few days later, this box arrived at your house. It had headphones in it. Your brother said he didn’t order them. You believe him. Your parents are going to wonder how that headset arrived at your house—what do you and your brother decide to do? What about the password part? Do you see a problem with everybody in a family using the same passwords for family devices and accounts if friends can use those devices and accounts? Would you talk to your family about that? Takeaway Different situations call for different responses, online and offline. It’s always important to respect other people’s privacy choices, even if they aren’t the choices you’d make yourself. 18 Teacher’s outline: Lesson 2 Keeping it private Note to teacher: This sheet is to help you guide the discussions for this lesson; it’s not a handout for your students. Write their correct and/or best responses on the board and discuss. Scenario 1 Was it good that Kid A changed their password? Yes, it’s basic privacy good practice to have different passwords for different devices and services and to change them at least once a year. Was it good that Kid A shared their password with Kid B? Why or why not? No, we know that kids often share passwords with their friends and that they need to learn this is not good digital privacy or security. This is where you can help tease out reasons why it’s not good. You can ask them the question: “Can you think of any situations where you wouldn’t want someone besides a trusted adult to have your password forever?” Examples could include: - Sometimes friendships go south and people get mad—would you want someone mad at you to be able to share your password with anybody? - What if a friend of yours had the passcode to your phone and logged in, pretended to be you and—just for a joke—said weird or mean things about someone else you both know? They’d be making it look like you’re saying those things. - If you shared your password with someone who moved away, would you want them to be able to access your accounts and private information forever? - What if you’re playing a game and another player asks for your log‑in so they can play as you? Would you give them that log‑in info even if they’re a friend? Think about what you can do in that game and how they’d be able to do everything in your account that you can do. Is that ok? Would that be ok next week or next year? What if Kid A shares their password for a social media account too? Same answer? Same answer when they’re in high school and have different friends? - Yes, same answer, because it’s not good to share passwords for any kind of account with friends, even the closest ones, because—as in the first point just above, friendships change, sometimes friends sometimes become ex‑friends, and you wouldn’t want to just open your account or profile to someone who doesn’t care about you. Because then they could edit your info, make you look bad, make it look like you’re posting something mean about someone else, etc. Scenario 2 Was the friend wrong to post that information online? Was it funny? Why or why not? Some students might say it’s funny if what they’re sharing is funny, so drill down a bit and ask those students the next question… How would you feel if someone did this with something you didn’t want anyone else to see? Continued on the next page → Share with Care 19 Scenario 3 Had the friend announced publicly that they were going away? For the sake of discussion, let’s say the answer is yes, then ask the class… Did they want everybody on the planet to know? No. (Probably) Why not? Some good answers could include: Because their family may want their whereabouts confidential or may be concerned about the security of their home when nobody’s there. Are there more private ways to communicate this message? They’ll probably come up with some good answers, e.g., sending a private message, a text, calling them on the phone, etc. Scenario 4 Does the student being impersonated have a right to know—would you tell them? You’ll have your own answer for the first part of this question, but it might be interesting to hear the students’ answers and have a discussion about that, whether they’d tell the victim and what they’d tell them. It’s not obvious who made it, but you know who did it. Should you tell the person to take it down? Not everyone would feel comfortable confronting the aggressor, and that’s ok. Ask the class if anyone would feel comfortable doing so and why. See if a discussion ensues. Should someone tell a teacher or other trusted adult? Yes, if no one tells the aggressor to take it down or if someone does and the account stays up. Help your students see that protecting someone else from harm—including embarrassment, social exclusion, harassment and bullying—is important. It’s not “tattling.” What’s important is that the intention is protecting someone not getting the other person in trouble. What could happen if nobody does? Harm being done to someone is not stopped. This is a good talking point for class discussion about caring for others and why that’s important. More on that in the Be Internet Kind section. Scenario 5 Your parents are going to wonder how those headphones arrived at your house—what do you and your brother decide to do? Your students may reflexively focus on what is and isn’t the right thing to do and say—which is just fine—have a short discussion about that and see if they reach any consensus on that. What about the password part? Talk to me about the risks of everybody in a family using the same passwords for family devices and accounts. A lot of families do this. See if you can get students thinking out loud about 1) protecting family passwords when friends come over, 2) why it’s important not to share family passwords with friends and other people outside the family and 3) what other problems could happen besides friends ordering stuff with family accounts. 20 Share with Care: Lesson 3 That’s not what I meant! Using only emojis, students create t‑shirts to represent themselves. In the process, they learn that different people can interpret the same message differently. Media literacy background for teachers: When we wear t‑shirts featuring corporate logos, sports teams, schools, musicians, politicians, etc., we are essentially walking billboards. This activity demonstrates that a t‑shirt is both direct communication and media at the same time and helps students see that screens aren’t the only kind of place where media can be found. Goals for students ✓ Learn the importance of asking the question: How might others see this message differently from me? ✓ Grow awareness of the many visual cues people use to communicate. ✓ See that sharing something online as well as on a t‑shirt is making media. ✓ Learn what “context” and “representation” mean. Letʼs talk Has anyone ever misunderstood something you said, did, wrote or posted online? Did they get mad or sad, so you had to explain that you didn’t mean what they thought you meant? Sometimes when we are communicating, we know what we mean, but the people we are communicating with don’t understand, especially if we aren’t in the same space. That’s because people’s experiences affect the way they interpret things like images and words. To add to the confusion, there are a lot of messages we communicate without even knowing it. We tell people who we are—and judge who they are—using cues like our clothes, our hair style, and even the way we walk or gesture with our hands. This is called “representation”—expressing something about a thing, person, or group by using pictures, symbols, style and words. Here’s an example: If you were online and saw a picture of a person wearing a sports jersey with a team logo, you would probably think that the person is a fan of that team, and you’d probably be right. That’s because most of us recognize the design of sports jerseys—we know that’s sports “code.” So even if we aren’t sure which team is being represented, we know it’s probably a sports team. But what if you saw a picture of someone wearing a cheese wedge on top of their head? What would you think about that person? If you live in Wisconsin or you’re a football fan, you know that “cheese head” is a nickname for Green Bay Packers football fans. The person in the picture was using the cheese wedge hat to represent their support for the Packers. If you didn’t know the Packers fan “code,” you might think that the cheese hat was part of a Halloween costume or just plain weird. You might even be tempted to comment on Continued on the next page → Share with Care 21  how weird it was. That might make Packer fans mad. To them, your comment is rude and they might be tempted to respond with a mean comment about you. That makes you mad, so we end up with a mess of negative comments and hurt feelings. So how do we make sure other people will understand what we mean when we post online? One way is to see ourselves as media creators—not just communicators or players. Every time we create an online profile, text someone, comment in game chat, or share a picture, we are making media. Like all good media creators, we want to be thoughtful about the media we make and share by pausing before we post and asking: “How might someone who is different from me interpret my message?” Activity 1. Describe yourself with emojis To help us think about being skillful media creators, we’re going to decorate t‑shirts. Using the handout of the blank t‑shirt outline, draw a representation of yourself using only emojis. You can use one, two, or three emojis, but no more. You can copy emojis from the grid or invent your own. Materials needed: Handout: “Blank t‑shirt” (one per student) 2. Show and tell Handout: “Emoji grid” Pair up and try to guess what the emojis on your partner’s t‑shirt say about them. (projected or posted so everyone can see) Are your guesses accurate or do you have to explain to each other what your emoji picks mean? Markers, colored pencils, or crayons to draw with Tape (or a way to display 3. Learn about each other t‑shirt drawings for a Post the “t‑shirts” around the room so everyone can look at everyone else’s shirt. walkabout) Can you accurately match each shirt with its owner? 4. A  s a class, discuss: What made it hard or easy to match shirts with classmates? What did you notice about the symbols on the shirts that were easy to match? Were some emojis used by lots of people? Were some used by only one person? Did everyone agree on the meaning of every emoji? How can context change the meaning of the emoji? Look at the emoji of the hands with the two fingers. How do you know if it means peace, victory, or the number 2? How about the fire emoji? Does it mean danger/emergency? Really popular or successful (“You’re on fire, dude!”)? Does the meaning change depending on where it appears (grinning emoji on your homework might mean that your teacher thinks you did good work but in a text from a friend it might mean they’re happy or joking)? Does the meaning change depending on what other emojis it’s with? Takeaway As media creators, before we post messages or pictures online, it’s a good idea to pause and ask: “How could someone who is different from me interpret this? Am I sure they’ll understand what I mean?” Could they take it wrong? And we should ask ourselves the same things before we post or comment too. “Am I sure I understand what they mean? How can I know?” 22 Handout: Lesson 3 Blank t‑shirt Share with Care 23 Handout: Lesson 3 Emoji grid 24 Share with Care: Lesson 4 Frame it Media literacy background for teachers: Media are made by people who make choices. The most basic of these are what to include and exclude. This lesson helps students see themselves as media makers when they decide what to share online. Goals for students ✓ Visualize themselves as media creators. ✓ Understand media makers make choices about what to show and what to keep outside the frame. ✓ Use the concept of framing to understand the difference between what to make visible and public and what to keep secure or invisible. Letʼs talk Visual media makers control how much information they want to share by framing. They decide what to include inside the frame (what we can see), and they decide what stays outside the frame (what’s invisible). Activity Run through each activity as a class, then discuss: 1. Framing All pieces of media are the product of a series of choices by their media makers. One important choice is what to include and another is what to leave out. When we Materials needed: take pictures or video, “in” and “out” are separated by a frame. Index cards and scissors (one set per student) Handout: “What’s in To see how this works, take your index card and cut a rectangle out of the center to the frame?” or screen make your own frame. or smartboard with images projected Hold the frame at arm’s length and move it slowly toward your face and back out (you could also try this with the zoom function on a camera). What do you notice about what you can see inside the frame? How about if you move it side to side? Is there a way to hold the frame so you can see some of your classmates but not others, or some of the things on a wall but not others? When you control the frame, you are the media maker. You have the power to decide what to include or leave out. What you choose to leave outside the frame is still there in real life, but people who view the media you made would never be able to see it. 2. Keep it in or leave it out? Grab a handout, and look at picture 1A. What do you think you’re looking at and how do you know? Now look at 1B. How does the added information help you get a better idea of what you’re looking at? Continued on the next page → Share with Care 25  Try it again with picture 2A. What do you think is casting the shadow? What’s your evidence? 2B adds more information. Was your guess correct? 3. Too Much Information (TMI)? Extra information isn’t always welcome. Sometimes it’s a distraction that takes away from our ability to enjoy or understand the smaller frame image. Take a look at example #3 on the handout. It’s fun to see how things are made sometimes. But what would it be like if every time you watched a movie, a TV show, or video you weren’t just seeing the small frame—what if you were also seeing all the cameras, microphones, crew members, and the edges of the set? Do you think you would enjoy the story as much? 4. You decide Every time you share something online, you are making media. And like the producers of a film, video or TV show, you can decide what people will see—what’s inside the frame and what stays out of sight, outside the frame. Takeaway As a media maker, you put a “frame” around what you share online so other people see only what you want them to see. 26 Handout: Lesson 4 What’s in the frame? 1A 1B 2A 2B Tiger 3A 3B Share with Care 27 Share with Care: Lesson 5 Who is this person anyway? This lesson provides examples of what a “digital footprint” actually looks like. Students study a collection of personal information about a fictitious character—part of the character’s footprint—in order to try to deduce things about this person. Goals for students ✓ Identify ways information can be found online about people. ✓ Consider how judgments are made about a person when they post things online, things that become part of their digital footprint. ✓ Determine accuracy of information and understand the difference between assumption, opinion and fact. Letʼs talk How we know what we (think we) know? A lot of personal information can be found on the internet. Some of it can cause us to think things or make guesses about people that turn out not to be true. These are the questions weʼre going to explore: What might we learn about a person from their personal information or things they post? What can we guess from personal information, even if we arenʼt sure? Do we know how this information was collected in the first place? How can we identify the source? Activity Possible modification for grades 2−3: If you feel your 2nd or 3rd graders are ready to talk about “digital footprints” in media, consider using the “I Do, We Do, You Do” strategy (where you model the first example on the worksheet, complete the 2nd example as a class, then turn it over to the students as individuals—and discuss!) Materials needed: 1. Study the person Worksheet: “Who is this person anyway?” Have everyone read the collections of information about Kristi, Tyler, Connor or a (one per student) fictional character they create. 2. Write a description Separate into groups, one character per group. Each group develops its own brief description of the person, answering the question: “Who do you think this person is?” 3. Read the description Each group reads the description they came up with for their character. 4. Reveal the truth Okay, now hereʼs the truth about our characters. Let’s compare it to what you thought the info they posted said about them: 28  Kristi is a high school senior. She’s going to college next year, hopes to study chemical engineering, and eventually wants to start her own company. She cares most about: family, volunteering, pop culture, fashion. Tyler is the starting pitcher on her high school softball team. She’s 15 and lives in Philadelphia. She has an 8‑year‑old sister. She cares most about: baseball, studying art, playing the guitar, hanging with her friends. Connor is 14. He just joined the soccer team and has two cats. He’s very good at sketching and likes to build robots on weekends. He cares most about: technology, his soccer team, animals and animal rights. 5. Discuss How close were your descriptions of the characters to the facts about them? Why do you think you came up with your descriptions? Are your descriptions opinions, assumptions or facts—and explain why? What did you learn from this lesson? Takeaway When we see or hear people’s posts, comments, photos and videos, we make guesses about them that arenʼt always correct, especially if we don’t know them. That’s because what we’re seeing online or at a certain moment in time is only part of who they are and what they care about. It could also be someone they’re just pretending to be, or it’s something they’re feeling only in the moment that they’re posting it. We can’t really know who they are or how they really feel until we know them in person—and even then it takes time! Share with Care 29 Worksheet: Lesson 5 Who is this person anyway? Read each collection of the person’s online activity below. Based on what you see here, write a short description of what you think this person is like: What do they like, dislike, and care about most? Kristi Tyler Connor Under‑the‑sea photos from the Won game! One more game to go Barney’s Burger Emporium dance! Looking good, y’all! before the championship. Gotta practice more throws. Missed the winning goal. Ugh. Best Ways to Battle Zits I hate school dances. #notgoing At least we tied. My little brother alex is SOO Field Museum 25 Photos of Puppies annoying. Maybe he’s an alien. Chicago, IL Heading to Seattle for my The Westfield High Speeding ticket golden birthday! Can’t wait. Junior Prom Young Chemists Conference Playing catch with my dad at Penny Check out my friend’s website! at Thompson University Pack Park! Gonna be awesome I wrote a lot of the code for it. FINALLY SAW THE NEW SPY New high score!! Yassss. WARS MOVIE. Omg obsessed! La Luna at City Center Arena I luv gem jam!! 30 Share with Care: Lesson 6 How do others see us online? Students explore how different types of people—parents, employers, friends, the police—would see the character from the previous lesson, or what bits of their digital footprint can suggest about them. Goals for students ✓ Understand the perspectives of other people when weʼre deciding whether or not to share information online. ✓ Consider the consequences of exposing personal information: what you share becomes part of your digital footprint, which can last a long time. ✓ Start to think about what it means to curate what they post online and how that relates to their digital footprint. Letʼs talk A new point of view The information in your digital footprint could tell people more—or just different—stuff about you than you want them to know. We’re going to look at the consequences of that. So letʼs pick one of those characters and pretend that we’re them and we posted those comments. We’re going to try on their point of view. Do you think your character wants people to know all this personal info? Why or why not? What types of people would your character want (or not want to see that info? How do you think this information would be seen by other people? How do you think it would be used by other people? Different situations call for different levels of privacy. Thinking about how other people would view what you post is the key to good online privacy habits. Activity Possible modification for grades 2−3: If you feel your 2nd or 3rd graders are ready to talk about how they’re seen in social media, consider reducing the number of perspectives, maybe Parent, Friend, Police Officer and themselves 10 years from now, then discuss as a class. Materials needed: 1. Take a new point of view Worksheet: “Who is this person anyway?” from We’re going to go around the room and count off from 1 to 3, then form three groups. Lesson 5 (one per student) The 1’s get to be Kristi, the 2’s Tyler and the 3’s Connor. Then I (teacher) am going to go around to each group and pretend to be one or two of the following people (read list). Then your group will discuss how your character feels about the way the person I’m pretending to be reacted to your information. As teacher, you’ll be role‑playing how a parent, police officer, peer, high school student, etc. would react to the information on each character on the worksheet (pick 2−3 or ask the groups which characters they want you to be). Briefly—no more than 2 min. per role. Parent Coach Advertiser Friend Police Employer Yourself in 10 years Continued on the next page → Share with Care 31  2. Group discussion For 5−10 min., each group will discuss the choices their character made, the reactions of the people the teacher played and how they felt about those views of Kristi, Tyler and Connor. Then I’ll ask each group to share with all of us what they discussed and learned about privacy choices online. 3. Class discussion What are your top 3 takeaways from this activity? Did the different people who saw your information online make accurate assumptions about you? Do you think they formed positive or negative opinions about you? Were you satisfied with their responses? What do you think might be the consequences of someone forming a negative opinion about you from the information you post online? How would you curate the information or post differently now, knowing who saw it? Takeaway Different people can see the same information and draw different conclusions from it. Donʼt assume that people online will see you the way you think theyʼll see you. 32 Share with Care: Lesson 7 Interland: Mindful Mountain The mountainous town center of Interland is a place where everyone mingles and crosses paths. But you must be very intentional about what you share and with whom. Information travels at the speed of light, and there’s an oversharer among the Internauts you know. Open a web browser on your desktop or mobile device (e.g., tablet), visit g.co/MindfulMountain. Discussion topics Have your students play Mindful Mountain and use the questions below to prompt further discussion about the lessons learned in the game. Most students get the most out of the experience by playing solo, but you can also have students pair up. This may be especially valuable for younger learners. Of all the posts you shared in the game, which type do you think you would share most often in real life? Why? Describe a time when you may have accidentally shared something that you shouldnʼt have. Why do you think the character in Mindful Mountain is called an oversharer? Describe the oversharer’s character and how his actions affect the game. Did playing Mindful Mountain change the way you’ll think about sharing with others online in the future? Name one thing youʼll do differently after joining in these lessons and playing the game. What is one example of a possible negative consequence from sharing something with the public instead of just your friends? What steps can you take if you accidentally share something personal? What about if someone accidentally shares something too personal with you? Share with Care 33 Unit 02: Be Internet Alert Don’t Fall  for Fake Steering clear of scammers, fakers, info that doesn’t help and other internet stuff that tries to trick your brain—and learning how to find the good stuff Lesson overview Lesson 1 Popups, catfishing and other scams Grades 2−6 Lesson 2 Who’s this ‘talking’ to me? Grades 2−6 Lesson 3 Is that really true? ML Grades 2−6 Lesson 4 Spotting untrustworthy information online ML Grades 4−6 Lesson 5 If we were a search engine ML Grades 2−6 Lesson 6 Practicing internet search ML Grades 2−6 Lesson 7 Interland: Reality River Grades 2−6 Themes Itʼs important for kids to understand that contacts or content they encounter online arenʼt necessarily true or reliable, and could involve efforts to trick them or steal their information, identity or property. Online scams aim to get internet users of all ages to respond to fraudulent posts and pitches—sometimes from people pretending to be someone they know. Goals for students ✓ U  nderstand that what people tell you online isn’t necessarily true. ✓ L  earn how scams work, why they’re a threat, and how to avoid them. ✓ D  etermine the validity of information and messages online and be wary of manipulation, unsubstantiated claims, fake offers or prizes and other online scams. Standards ISTE Standards for Educators: 1a, 2c, 3b, 3c, 4b, 5a, 6a, 6d, 7a addressed ISTE Standards for Students 2016: 1c, 1d, 2b, 2d, 3b, 3d, 7b, 7c AASL Learning Standards: I.b.1, I.c.1, I.c.2, Ic.3, I.d.3, I.d.4, II.a.1, II.a.2, II.b.1, II.b.2, II.b.3, II.c.1, II.c.2, II.d.1, II.d.2., III.a.1, III.a.2, III.a.3, III.b.1, III.c.1, III.c.2, III.d.1, III.d.2, IV.a.1, IV.a.2, IV.b.3, V.a.2, VI.a.1, VI.a.2, VI.a.3 Don’t Fall for Fake 35 Don’t Fall for Fake Vocabulary Lessons 1 and 2 Vlogger: A person who is known for regularly posting Catfishing: Creating a fake identity or account online to short videos on a blog or social media. trick people into friending them or sharing their personal information Lesson 4 Deceptive: False; an action or message designed to fool, Malicious: Words or actions intended to be cruel or trick or lie to someone hurtful. This word can also refer to harmful software intended to do damage to a person’s device, account, Deceptive news: News that intentionally lies or distorts or personal information the truth—the popular name for it these days is “fake news” Phishing: An attempt to scam you or trick you into sharing your login or other personal information online. Disinformation: False information intended to trick or Phishing is done through email, social media, texts, ads mislead you or web pages that look similar to ones you’re already used to but are fake. Evidence: Facts or examples that prove something is true or false Scam: A dishonest attempt to make money by tricking people into sharing their login, personal info, contacts, etc. Misinformation: False Information or tricking people out of their money or digital property Skeptical: Willing to question claims of truth Smishing (or SMiShing): A scam that uses text messages to trick you into doing something, like share Lessons 5 and 6 a login or other personal info, click on a link to a bad site Clickbait: Content that attracts attention and could push or download bad software you to click on a link to a certain site by using interesting formatting or catchy phrases Spearphishing: A phishing scam where an attacker targets you more specifically by using pieces of your Keyword: A word directly related to the topic of your own personal information internet search—one of the words you really need to do your search because no other word describes your topic Trustworthy: Able to be relied on to do what is right or better what is needed Query: A keyword, set of keywords or a question you type Lesson 3 into a search window (or box) to find information online. Credible: Believable; someone who is credible uses Sometimes a search takes more than one query to find evidence, and you can be confident they are telling the what you’re looking for. truth. Search engine/internet search: A software program or Expertise: Special skill or knowledge about a particular “tool” people use to find information—including locations, thing; experts have expertise photos and videos—on the Web Motive: The reason that someone does something; Search results: A collection of information you get in intention a search engine after you type your query and hit the “Search” or “Send” button Source: Someone or something that provides information 36 Donʼt Fall for Fake: Lesson 1 Popups, catfishing and other scams A game where students study various messages and texts and try to decide which messages are legit and which are scams. Goals for students ✓ Learn techniques people use to scam other people online or on devices. ✓ Review ways to prevent online theft. ✓ Know to talk to a trusted adult if they think theyʼre a victim of an online scam. ✓ Recognize the signs of scam attempts. ✓ Be careful about how and with whom they share personal info. Letʼs talk What’s a scam, anyway? A scam is when someone tries to trick you so they can steal something—like your login, personal information, money or digital property. Scammers sometimes pretend to be someone you trust, and they can show up in a popup, webpage, text or even a fake app in ad or app stores. Their messages—and the unsafe pages they try to send you to—can also put viruses on your device. Some use your contact list to target your friends and family with the same kind of attack. Other types of scams might try to trick you into downloading a bad app by looking like the real one or bad software by telling you thereʼs something wrong with your device. Remember: A texter, website or ad canʼt tell if thereʼs anything wrong with your device or computer! So if they say there is something wrong, they’re trying to scam you. Also remember (you may have heard this before, but it’s good): If you get a message from someone you don’t know or even think you might know, and it sounds fantastic, exciting, or a little too good to be true, it very probably is exactly that (too good to be true). Note to teacher: You could ask the class if they’ve ever heard that, get a show of hands, then ask them if they’ve ever seen a message like that themselves—or if a family member has. If not, GREAT, and if it happens in the future, they know how to protect themselves, their family and their stuff. Some scams are obviously fake. Others can be sneaky and really convincing—like when a scammer sends you a message that includes some of your personal information. Thatʼs called spearphishing, and it can be very hard to spot because using your info can make it seem like they know you. Another kind, which you’ve probably heard of, is catfishing—when someone creates a fake page or profile pretending to be someone you know or you’re a fan of so they can trick you. Then there’s smishing (scams in text messages) and phishing (in email). So before you do what someone asks—like click on a link or share your login—itʼs a good idea to ask yourself some questions about that message. Here are some questions you could ask: Continued on the next page → Don’t Fall for Fake 37  If it’s from a business, does it look professional, with the product’s or company’s usual logo and text that doesn’t have spelling errors? It’s never a good idea to click to a website from the message, but you can go to your web browser, search for the business and click to it from search, then ask yourself: Does the siteʼs URL match the product’s or company’s name and information youʼre looking for? Are there misspellings? Is the message coming in the form of really annoying spammy popups? Does the URL start with https:// with a little green padlock to the left of it? (That’s good, it means the connection is secure.) Whatʼs in the fine print? (Thatʼs sometimes where they put sneaky stuff, if they bother to. It’s also not good if there’s no fine print.) Is the message offering something that sounds too good to be true, like a chance to make money, get a better digital thing for your avatar or character, become famous, etc.? (It’s almost always too good to be true.) Does the message sound just a little bit weird? Like they’re saying they know you and you think it’s possible, but you’re not completely sure? And what if you do fall for a scam? Start with this: Donʼt panic! Lots of people do. Tell your parent, teacher or other adult you trust right away. The longer you wait, the worse things could get. Change your passwords for online accounts. If you do get tricked by a scam, let your friends and people in your contacts know right away, because they could get that tricky message next. Report the message as spam, if possible. Activity Possible modification for grades 2−3: Divide the class into 5 groups and assign one example from the worksheet to each group. After each group has had a chance to analyze the example, discuss as a class. 1. Divide class into groups Materials needed: Handout: “Phishing examples” (answers 2. Each group studies examples provided on page 39) Let’s divide into groups, and each group study these examples of messages and websites. 3. Individuals indicate choices Decide “real” or “fake” for each example, and list reasons why below it. 4. Groups discuss choices Which examples seemed trustworthy and which seem suspicious? Did any answers surprise you? If so, why? 38 Answers to student handout: 5. Further discussion “Phishing examples” Here are some more questions to ask yourself when assessing messages and sites 1. Real. The message asks the user to go to the company’s you find online: website and sign into their account on their own, rather Does this message look right? than providing a link in the message or asking you to Whatʼs your first instinct? Do you notice any untrustworthy parts? Does it offer to email your password (links fix something you didn’t know was a problem? can send you to malicious websites). Does this app look right? 2. F  ake. Suspicious and not secure URL Sometimes fake apps—apps that look a whole lot like real ones—get advertised in 3. R  eal. Note the https:// in website popups or show up in app stores. There are all kinds of nasty things they the URL do if they’re downloaded to a phone—steal your information or contacts, install bad 4. F  ake. Suspicious offer in software, etc. Look out for spelling mistakes, a tiny number of user review or sloppy exchange for bank details (not very professional) graphics. 5. F  ake. Not secure and suspicious URL Is the message offering you something for free? 6. F  ake. Not secure and suspicious URL Free offers usually arenʼt really free—the senders usually want to get something 7. F  ake. Not secure and from you. suspicious URL and suspicious offer in exchange for bank details Is it asking for your personal information? Some scammers ask for personal info so they can send you more scams. For example, quizzes or “personality tests” could be gathering facts to make it easy to guess your password or other secret information. Most real businesses wonʼt ask for personal information in a message or from anywhere except their own websites. Is it a chain message or social post? Texts and posts that ask you to forward them to everyone you know can put you and others at risk. Donʼt do it unless youʼre sure of the source and sure the message is safe to pass on. Does it have fine print? At the bottom of most documents youʼll find the “fine print.” This text is tiny and often contains the stuff youʼre supposed to miss. For example, a headline at the top might say youʼve won a free phone, but in the fine print youʼll read that you actually have to pay that company $200 per month. No fine print at all can be just as bad, so definitely pay attention to that too. Note: For the purposes of this exercise, assume that Internaut mail is a real, trusted service. Takeaway When youʼre online, always be on the lookout for scams in games, webpages, apps and messages—and know that if it sounds fabulous or a way to get something for free, it’s probably fake. And if you do get fooled, make sure you tell an adult you trust right away. Don’t Fall for Fake 39 Worksheet: Lesson 1 Phishing examples Email https://mail.internaut.com/mail/u/0/#inbox 1. Is this real or fake? Subject: Important information about your membership From: Owl Cinemas Body: Dear John, Real Fake A big “Thank You” from Owl Cinemas for your Unlimited membership so far with us. We are writing to remind you that your initial 12-month membership with us is almost complete. We hope that you have had an amazing year of film at Owl Cinemas. And because youʼve been such a loyal member, weʼll shortly be upgrading you to our premium membership at no additional cost! Please check and update your details online now to ensure you benefit from all of the perks of our premium membership. The Owl Cinemas Team Internaut Docs www.d0cs.intern4ut.com 2. Is this real or fake? Real Fake Internaut mail Email Password Sign in to view file Donuts & more https://www.donutsandmoreshop.com 3. Is this real or fake? News Donuts More Real Fake 40  Email https://internaut.mail.com/mail/u/0/#inbox 4. Is this real or fake? Subject: Great Opportunity my friend From: Robin Body: Dear Friend. My name is Robin and I am a teacher from the town of Real Fake Nottingham. I am teaching a massive group of students and I believe that I make a lot of a difference in the lives of these children. Unfortunately, the sheriff of the town has been overcharging me on my taxes. As you know, teachers are never meant to be paying this much tax because we are not being paid well. I am due to inherit a huge amount of money (over 5 million dollars) and I donʼt want the sheriff to get it. You have always been a good friend to me so I want to keep the money in your bank account until after tax period. As a reward, I am willing to leave you 1 million dollar. This is such a good deal and only for you my friend. Please send me your complete bank details so I can put this money in your account. Your good friend for ever, Robin Loxley Internaut Accounts http://www.internautaccounts.com-genuine-login.com/ 5. Is this real or fake? Internaut Accounts Hey, is that really you? Real Fake It looks like youʼre signing into your account from a new location. Just so we know this is you — and not someone trying to hijack your account— please complete this quick verification. Learn more about this additional security measure. Choose verification method Confirm my phone number: Enter full phone number Internaut mail will check if this is the same phone number we have on file— we donʼt send you any messages. Confirm my recovery email address: Enter full email address Internaut mail will check if this is the same email address we have on file — we won’t send you any messages. Continue Continued on the next page → Don’t Fall for Fake 41  6. Is this real or fake? 3 0:22 Real Fake PHISHER GAMES hp://www.phishergames.com/level5/player20 CLICK HERE FOR 1,000 BONUS COINS TO SKIP 7 LEVELS ! CLICK ! 10 Sneakerhead Land http://www.sneakerheadland.com/shopping/freestu 7. Is this real or fake? ! SNEAKER SALE ! Real Fake CONGRATS! YOU’RE THE WINNER!! Just pay the shipping cost. Enter your credit card number below for 3 free sneakers of your choice. 42 Donʼt Fall for Fake: Lesson 2 Who’s this ‘talking’ to me? Students practice their anti‑scam skills by acting out—and discussing possible responses to—suspicious online messages, posts, friend requests, apps, pictures and email. About this lesson: Because it’s about social interaction, this lesson would seem to be for students in upper elementary grades (5−6), but because more and more kids aged 7−9 are playing online games, many of them with other players rather than solo, this lesson is good preparation even for grades 2−3. We hope teachers in those grade levels will find out if their students are gaming and, if so, what they love about it and whether they’ve experienced anything sketchy. To maximize learning, just keep it light, open and judgment‑free. Goals for students ✓ Understand that people contacting us may not be who they say they are. ✓ Be sure the person is who they say they are before replying. ✓ Ask questions or get help from an adult if it’s hard to tell who the person is. Letʼs talk How do you know itʼs really them? When you’re on the phone with your friend, you can tell it’s them by the sound of their voice, even though you can’t see them. The online world is a little different. Sometimes it’s harder to be sure someone is who they say they are. In apps and games, people sometimes pretend to be someone else as a joke, to get something from you or to be mean. Other times, they impersonate people to steal personal information or digital property like skins or game money. The safest thing to do is not to respond or to tell a parent or other adult you trust that you don’t know the person trying to connect with you. But if you decide it’s okay to respond, it’s a really good idea to see what you can find out about them first. Check their page or profile, see who their friends are or search for other information that tells you they’re who they say they are. There are lots of ways to verify someone’s identity online. Here are a few examples to get us started. Note to teacher: You might consider leading a class brainstorm on the question “How do we verify a person’s identity online?” first; then continue the conversation with these thought start