Staying Safe Online
Students learn basic rules for safe online behavior, understand that online actions have real consequences for real people, recognize content or messages that feel wrong or unsafe, know what to do and who to tell when something online makes them uncomfortable, and apply the same kindness and respect rules online as in the classroom.
Lesson Overview
What students will be able to do after this lesson: Students will be able to state two basic online safety rules and give a reason for each, name at least three types of private information they should not share online and explain why, use kind and respectful language when communicating digitally, tell the difference between a real website or app and an advertisement or pop-up and explain why they don’t click on unknown pop-ups, and tell a trusted adult when something online makes them feel scared, confused, or uncomfortable — including describing what that feeling looks like.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Online Safety Rules and Keeping Information Private | RDM-DIG-2-1 · RDM-DIG-2-2 |
| 2 | Being Kind Online and Spotting Ads | RDM-DIG-2-3 · RDM-DIG-2-4 |
| 3 | When Something Doesn’t Feel Right Online | RDM-DIG-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| RDM-SAF-2-3 | Knowing what to do and who to tell when something feels wrong — same response applied to a digital safety context |
| RS-HLP-2-3 | Asking for help when something online feels wrong is asking for help in a digital context — built in L26 |
| SoA-INC-2-3 | Respectful language for all classmates applies online too — the standard doesn’t change because of the screen |
Key Vocabulary
- Personal information — Details about you that someone could use to find you, contact you, or learn about your daily life — like your full name, address, school, phone number, or photo
- Private — Something that is yours to keep — not for sharing in public or with people you don’t know and trust
- Advertisement (ad) — A message designed to get you to click, buy, or sign up for something — not the content you searched for
- Pop-up — A window that appears on screen without you clicking for it — often an ad, scam, or unwanted content
- Trusted adult — A grown-up you know and can go to when you need help, feel unsafe, or see something online that doesn’t feel right — like a parent, teacher, or school counselor
Materials
- Whiteboard or chart paper + marker
- Optional: “Private or OK to Share?” sorting cards (can be made from index cards — example items: first name · last name · school name · favorite color · home address · photo · phone number · grade level)
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment has an I Do (teacher models the skill) and a We Do (class practices together with your guidance). Independent practice lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 3 quick set-ups before the I DoWhy “don’t share personal information” is not obvious to a seven-year-old · The screen doesn’t lower the kindness standard · “Doesn’t feel right” is a valid signal — and it should be acted on
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Online Safety Rules and Keeping Information Private
- What’s inside
- I do: 4 teacher modelsClean example: two safety rules with reasons · Wrong version → fix: following without understanding · Varied scenario: sorting private information · Non-conflict scenario: a safe online space that still has limits
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Being Kind Online and Spotting Ads
- What’s inside
- I do: 4 teacher modelsClean example: the in-person kindness test · Wrong version → fix: the “it’s just the internet” error · Spotting an ad vs. real content · Non-conflict scenario: a safe positive digital interaction
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
When Something Doesn’t Feel Right Online
- What’s inside
- I do: 4 teacher modelsClean example: recognizing the feeling + acting · Wrong version → fix: waiting, ignoring, or handling it alone · Varied scenario: a message that doesn’t feel right · Non-conflict scenario: when you’re not sure it’s a problem
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Responsible Decision-Making resources for Grade 2, ready to use today.
