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Sharing, Settings �& Passwords

How to protect yourself and stay safe online

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Draw a scale like this…

Not �confident

Very �confident

1 2 3 4 5 6 7 8 9 10

How confident are you in protecting your personal information online?

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Now close your eyes…

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Why is it important to protect your personal information online?

“Somebody might find out where I live”

Example

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A mix of uppercase �and lowercase letters

Symbols and numbers

Long passwords

Strong passwords can �keep you safe online

What makes a password strong?

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60-second challenge!

Create a strong password

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How can we change privacy settings?

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What is two-step verification?

How do you turn on two-step verification?

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Write down a catchy phrase to help you remember to change �your privacy settings �and turn on your �two-step verification.

Shh… keep it �to yourself!

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What can you do if you feel unsafe online?

1

Someone at your school has a bad haircut and isn’t happy with it.

Who can you tell or go to?

What might happen when you tell?

What might happen after that?

Someone takes a photo �and shares it online.

Be Internet Secure: Activity 4 - Taking care of yourself and others (10 mins)

This activity revisits the scenarios in Be Internet Sharp: Activity 4 - Keeping it Private, this time focusing on help-seeking.

Give out the three scenarios/dilemmas to pupils to be discussed in their table groups.

Key questions to answer are:

1. What can the person do if they feel unsafe online?

2. Who can they tell or go to?

3. What might happen when they tell?

4. What might happen after that?

Ask each group to share their responses with the rest of the class.

Support and Extension

Ask pupils who need support to discuss the scenarios with you, the teacher, or another adult, focusing on what the person could do if they feel unsafe online and whom they tell in school and outside of school in each case. Ask those that need more challenge to design a ‘who to go to’ flyer or poster for display in the classroom.

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2

Someone writes �in their diary.

What can you do if you feel unsafe online?

Who can you tell or go to?

What might happen when you tell?

What might happen after that?

Their friend copies �what they wrote �and posts it online.

Be Internet Secure: Activity 4 - Taking care of yourself and others (10 mins)

This activity revisits the scenarios in Be Internet Sharp: Activity 4 - Keeping it Private, this time focusing on help-seeking.

Give out the three scenarios/dilemmas to pupils to be discussed in their table groups.

Key questions to answer are:

1. What can the person do if they feel unsafe online?

2. Who can they tell or go to?

3. What might happen when they tell?

4. What might happen after that?

Ask each group to share their responses with the rest of the class.

Support and Extension

Ask pupils who need support to discuss the scenarios with you, the teacher, or another adult, focusing on what the person could do if they feel unsafe online and whom they tell in school and outside of school in each case. Ask those that need more challenge to design a ‘who to go to’ flyer or poster for display in the classroom.

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3

Someone posts �‘Have a great holiday!’ �on a friend’s social �media page.

What can you do if you feel unsafe online?

Who can you tell or go to?

What might happen when you tell?

What might happen after that?

Be Internet Secure: Activity 4 - Taking care of yourself and others (10 mins)

This activity revisits the scenarios in Be Internet Sharp: Activity 4 - Keeping it Private, this time focusing on help-seeking.

Give out the three scenarios/dilemmas to pupils to be discussed in their table groups.

Key questions to answer are:

1. What can the person do if they feel unsafe online?

2. Who can they tell or go to?

3. What might happen when they tell?

4. What might happen after that?

Ask each group to share their responses with the rest of the class.

Support and Extension

Ask pupils who need support to discuss the scenarios with you, the teacher, or another adult, focusing on what the person could do if they feel unsafe online and whom they tell in school and outside of school in each case. Ask those that need more challenge to design a ‘who to go to’ flyer or poster for display in the classroom.

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4

Ronnie updates the password he uses to �play his favourite game, because somebody told him it’s a good idea.

What can you do if you feel unsafe online?

Who can you tell or go to?

What might happen when you tell?

What might happen after that?

His friend Farah normally plays the game using his account, so Ronnie gives her his new password so she can continue playing.

Be Internet Secure: Activity 4 - Taking care of yourself and others (10 mins)

This activity revisits the scenarios in Be Internet Sharp: Activity 4 - Keeping it Private, this time focusing on help-seeking.

Give out the three scenarios/dilemmas to pupils to be discussed in their table groups.

Key questions to answer are:

1. What can the person do if they feel unsafe online?

2. Who can they tell or go to?

3. What might happen when they tell?

4. What might happen after that?

Ask each group to share their responses with the rest of the class.

Support and Extension

Ask pupils who need support to discuss the scenarios with you, the teacher, or another adult, focusing on what the person could do if they feel unsafe online and whom they tell in school and outside of school in each case. Ask those that need more challenge to design a ‘who to go to’ flyer or poster for display in the classroom.

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5

Some friends are �playing video games together online.

What can you do if you feel unsafe online?

Who can you tell or go to?

What might happen when you tell?

What might happen after that?

A stranger joins their chat and asks their age.

One of the friends tells the stranger, who then asks more questions, like their school and town.

Be Internet Secure: Activity 4 - Taking care of yourself and others (10 mins)

This activity revisits the scenarios in Be Internet Sharp: Activity 4 - Keeping it Private, this time focusing on help-seeking.

Give out the three scenarios/dilemmas to pupils to be discussed in their table groups.

Key questions to answer are:

1. What can the person do if they feel unsafe online?

2. Who can they tell or go to?

3. What might happen when they tell?

4. What might happen after that?

Ask each group to share their responses with the rest of the class.

Support and Extension

Ask pupils who need support to discuss the scenarios with you, the teacher, or another adult, focusing on what the person could do if they feel unsafe online and whom they tell in school and outside of school in each case. Ask those that need more challenge to design a ‘who to go to’ flyer or poster for display in the classroom.

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6

You know that another pupil made a fake social media account that’s impersonating someone else and makes them look bad. It also includes their personal information.

What can you do if you feel unsafe online?

Who can you tell or go to?

What might happen when you tell?

What might happen after that?

Be Internet Secure: Activity 4 - Taking care of yourself and others (10 mins)

This activity revisits the scenarios in Be Internet Sharp: Activity 4 - Keeping it Private, this time focusing on help-seeking.

Give out the three scenarios/dilemmas to pupils to be discussed in their table groups.

Key questions to answer are:

1. What can the person do if they feel unsafe online?

2. Who can they tell or go to?

3. What might happen when they tell?

4. What might happen after that?

Ask each group to share their responses with the rest of the class.

Support and Extension

Ask pupils who need support to discuss the scenarios with you, the teacher, or another adult, focusing on what the person could do if they feel unsafe online and whom they tell in school and outside of school in each case. Ask those that need more challenge to design a ‘who to go to’ flyer or poster for display in the classroom.

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Interland’s

Tower of Treasure

g.co/interland

Time to visit…

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Let’s talk!

When is it important to create strong passwords �in real life? What tips have you learned on how �to do so?

What are the elements of a super strong password?

What’s a Hacker? Describe this character’s behaviours and how they affect the game.

Did Tower of Treasure change the way you plan �to protect your information in the future? How?

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Let’s talk!

Name one thing you’ll do differently after learning these lessons and playing the game.

Craft three practice passwords that pass the ‘super strong’ test.

What are some examples of sensitive information that should be protected?

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Protecting your personal information online

Not �confident

Very �confident

1 2 3 4 5 6 7 8 9 10

Where do you rate �your confidence now?