My Friendly Computer: Secret Codes and Safe Choices

Materials Needed

• Paper and crayons or markers
• Letter cards or sticky notes
• Blocks, toy buttons, or small objects
• A toy keyboard, tablet, or computer, used with an adult
• Three signs: SAFE, ASK, and STOP
• Optional: a stuffed animal “computer helper”

Learning Objectives

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

• Explain that a computer follows instructions.
• Make and follow a simple pattern or secret code.
• Identify one safe computer choice: ask a trusted adult before clicking, typing, or sharing.
• Use the words safe, ask, and stop in a pretend computer situation.

Success Criteria

I can:

• Give a computer two or three simple instructions.
• Copy or create a pattern.
• Say, “I ask a grown-up first.”
• Show what to do when something on a screen looks strange.

Introduction: The Computer Helper

Hook: Hold up the stuffed animal or point to a toy keyboard and say:

“Pretend this computer helper only knows what we tell it. What might happen if we give it silly or mixed-up instructions?”

Invite the child to give the toy computer one instruction, such as:

• “Touch your nose.”
• “Hop two times.”
• “Put the red block beside the blue block.”

Explain in simple language:

“Computers follow instructions. We can play with instructions, but we always use computers safely with a trusted grown-up.”

Body: Learn, Practice, and Play

1. I Do: Show How Instructions Work

Place three objects in a row. Give clear instructions:

1. “Pick up the yellow block.”
2. “Put it next to the green block.”
3. “Clap one time.”

Then give a funny, unclear instruction, such as:

“Put the block somewhere.”

Ask:

• “Where should the block go?”
• “Did the computer get a clear instruction?”

Say:

“Clear instructions help us know what to do. Computers need clear instructions too.”

2. We Do: Copy the Secret Pattern

Make a simple pattern with blocks, claps, or movements:

• Red, blue, red, blue
• Clap, tap, clap, tap
• Jump, freeze, jump, freeze

Invite the child to copy the pattern. Then take turns creating a pattern for each other.

Quick check: Pause and ask, “What comes next?” Let the child point, move, or say the answer.

3. We Do: Safe, Ask, or Stop?

Place the three signs where the child can see them. Read each pretend situation. The child moves to or points to the best sign.

• “A grown-up helps you choose a learning game.” SAFE
• “A new button says, ‘Click me!’ but you do not know it.” ASK
• “A screen shows something scary or confusing.” STOP
• “Someone asks for your name or picture online.” ASK

Practice the safety sentence together:

“I stop and ask a trusted grown-up.”

4. You Do: Make a Friendly Computer Code

Invite the child to choose one activity:

Choice A: Movement Code

Create a code with movements. For example:

• Circle means clap.
• Square means stomp.
• Triangle means wave.

Draw the shapes, then let the child “program” the adult by showing a sequence of shapes.

Choice B: Block Code

Build a small path with blocks. Give instructions such as:

1. “Move forward two blocks.”
2. “Turn left.”
3. “Pick up the star.”

Let the child give instructions while the adult or stuffed animal follows them.

Choice C: Friendly Computer Poster

Help the child draw a computer with three speech bubbles:

• “Ask first.”
• “Use kind words.”
• “Stop if something feels wrong.”

Feedback prompt: Praise specific actions:

• “You gave clear instructions.”
• “You noticed that we should ask first.”
• “You stopped when the pretend screen was confusing.”

Real-World Connection

Explain:

“People use computers for stories, games, drawing, talking, and learning. A trusted grown-up helps children make safe choices.”

Ask the child:

• “Who can help you use a computer safely?”
• “What can you do if you see something strange?”
• “What words can you say before clicking?”

Assessment

Formative Assessment

• Observe whether the child follows a two- or three-step instruction.
• Ask the child to complete a simple pattern.
• Use the SAFE, ASK, and STOP signs to check understanding.
• Listen for the sentence, “I ask a trusted grown-up.”

Summative Demonstration

Ask the child to complete this mini challenge:

1. Create a pattern using blocks, claps, or shapes.
2. Give the adult three instructions to follow.
3. Respond to this situation: “A computer shows a button you do not recognize.”

Expected response: The child points to ASK or says, “I stop and ask a grown-up.”

Differentiation and Adaptations

For a Child Who Needs More Support

• Use only two-step instructions.
• Offer two choices instead of open-ended questions.
• Use large objects and physical movements.
• Repeat the safety sentence with a steady rhythm.

For a Child Ready for More Challenge

• Create a four-step movement or block code.
• Ask the child to find and fix an unclear instruction.
• Invent a pretend computer problem and explain the safe response.
• Use symbols, letters, or numbers to create a personal code.

Flexible Learning Options

• Homeschool: Practice with household objects and a family tablet.
• Classroom: Work in pairs, with one child as the “computer” and one as the “programmer.”
• Digital setting: Use a child-safe drawing or coding activity only with adult supervision.
• No-screen setting: Use body movements, paper symbols, and blocks.

Conclusion: Tell What We Learned

Ask the child to finish these sentences:

• “A computer follows…” instructions.
• “A pattern can use…” colors, sounds, shapes, or movements.
• “Before I click or type something new, I…” ask a trusted grown-up.
• “If something feels strange, I…” stop.

End with a cheerful chant and motions:

“Stop!” (freeze)
“Ask!” (raise a hand)
“Make safe choices!” (give a thumbs-up)

Optional Follow-Up Activity

During the week, invite the child to give clear instructions for a real task, such as building a tower, making a snack with an adult, or putting toys away. Ask, “Was that instruction clear? What could make it easier to follow?”