Fun Computer Safety: Kind and Clear Instructions

Materials Needed

• Paper and crayons or washable markers
• Five toy blocks or small objects
• Simple instruction cards, such as “clap,” “stop,” “go,” and “build a tower”
• A toy computer, tablet, or pretend keyboard
• Two signs: SAFE and STOP
• Optional: a short, child-friendly song about following directions

Lesson Snapshot

Age: 4 years old

Length: 25–35 minutes

Big idea: Computers follow instructions. We use kind, clear, and safe instructions—and ask a trusted grown-up when something looks strange.

Learning Objectives

By the end of the lesson, the child will be able to:

• Explain that a computer follows instructions.
• Give a simple instruction in the correct order.
• Tell whether an instruction seems safe or needs a grown-up’s help.
• Practice stopping and asking before clicking unfamiliar buttons or opening unfamiliar messages.

Success Criteria

I can:

• Say, “Computers follow instructions.”
• Give two or three clear steps, such as “Pick up the block. Put it on the table.”
• Say, “Stop and ask a grown-up,” when I see something unfamiliar.
• Use kind words when giving directions.

Introduction: Hook and Objectives

Hook: “Can You Be a Robot?”

1. Tell the child: “Today, you will be a robot, and I will be the computer.”
2. Give a very simple direction, such as “Clap two times.”
3. Follow with a silly or unclear direction, such as “Do the thing over there.” Ask: “Was that easy to understand?”
4. Explain: “Computers need clear directions. People need clear directions, too.”

Tell the Child What They Will Learn

Say: “Today we will learn how computers follow instructions, how to give safe directions, and what to do when something on a computer looks strange.”

Body: Teach and Practice

Part 1: I Do — Computers Follow Steps

Teacher or parent demonstration:

1. Place three blocks on the floor.
2. Say each step slowly:
   • “Pick up the red block.”
   • “Put it on the blue block.”
   • “Add the yellow block on top.”
3. Explain: “That was a set of instructions. A computer follows steps in order, just like we did.”

Quick check: Ask, “What should we do first?” Allow the child to point, say the answer, or show the action.

Part 2: We Do — Make a Block Robot

Work together to build a small block tower. Take turns giving and following directions.

Use these sentence starters:

• “First, ____.”
• “Next, ____.”
• “Stop.”
• “Please ____.”

1. The adult gives one clear direction.
2. The child follows it.
3. The child gives the adult one clear direction.
4. Celebrate careful listening and kind words.

Discussion: Ask:

• “Was the direction easy to follow?”
• “What made it clear?”
• “What could we say if we do not understand?”

Teach the response: “Please say it again.”

Part 3: We Do — Safe or Stop?

Show one pretend situation at a time. The child holds up or points to the SAFE sign or the STOP sign.

• “You press the button your grown-up showed you.” SAFE
• “A strange message asks for your name.” STOP
• “You open a learning game with your grown-up.” SAFE
• “A pop-up says, ‘Click now!’ but you do not know it.” STOP
• “You ask before downloading or opening something new.” SAFE

Teach this simple safety rule:

“Stop, close, and ask a grown-up.”

Practice the motions:

1. Hold up a hand and say, “Stop.”
2. Pretend to close a window.
3. Walk to or call a trusted grown-up.

Part 4: You Do — Create a Computer Instruction Game

Let the child choose one activity:

Choice A: Be the Computer

The adult gives two or three simple instructions. The child follows them in order.

Choice B: Be the Programmer

The child gives the adult two or three instructions to complete a task, such as:

• Make a block tower
• Draw a happy face
• Place three toys in a row

Choice C: Draw a Safe Computer

The child draws a computer with a grown-up nearby. Add a speech bubble that says, “Stop and ask!”

Teacher feedback: Praise specific behaviors:

• “You gave the steps in order.”
• “You used kind words.”
• “You remembered to ask before opening something unfamiliar.”

Formative Assessment

During the lesson, check understanding by asking the child to:

• Complete a two-step direction.
• Put picture or word cards in the correct order: stop → close → ask.
• Explain why a clear direction is helpful.
• Choose SAFE or STOP for a new pretend computer situation.

Summative Assessment: Show What You Know

Ask the child to complete this short demonstration:

1. Give the adult two clear instructions for building a tower.
2. Explain that a computer follows instructions.
3. Respond to this scenario: “A button appears, but you do not know what it does.”

Expected response: “Stop, close, and ask a grown-up.”

Differentiation and Adaptations

For a Child Who Needs More Support

• Give one instruction at a time.
• Use gestures or demonstrate each action.
• Offer two choices instead of open-ended questions.
• Use picture cards for “stop,” “close,” and “ask.”
• Repeat the safety phrase with motions.

For a Child Ready for More Challenge

• Give three- or four-step directions.
• Ask the child to find a step that is missing or out of order.
• Invite the child to invent a safe computer rule.
• Ask the child to explain why people should not share private information without a trusted grown-up.

Flexible Learning Options

• Homeschool: Use a family tablet or pretend computer during role-play.
• Classroom: Have children work in pairs, taking turns as the “computer” and “programmer.”
• Digital setting: Use a teacher-controlled screen only; do not open unfamiliar links or messages.
• No-screen setting: Use blocks, toys, and instruction cards to model computer directions.

Conclusion: Closure and Recap

Ask the child to finish these sentences:

• “A computer follows ____.” Instructions.
• “Good instructions are ____.” Clear and kind.
• “If something looks strange, I ____.” Stop and ask a grown-up.

Have the child perform the three safety motions while saying:

“Stop, close, and ask!”

Optional Follow-Up Activity

During the week, invite the child to give clear instructions for a familiar activity, such as washing hands, putting away toys, or making a snack. Ask: “What is the first step? What comes next?” Reinforce that safe, clear instructions help people and computers know what to do.