Silly Computer Words: Learning About Safe Choices
Materials Needed
- Paper and crayons or washable markers
- Three signs or cards labeled “Safe,” “Ask,” and “Stop”
- A toy computer, tablet, or pretend keyboard
- Picture cards showing familiar safe and unsafe choices
- Optional: child-safe timer or music for transitions
Learning Objectives
By the end of the lesson, the child will be able to:
- Explain that some computer words and buttons are for grown-ups.
- Use the words “stop,” “close,” and “ask a grown-up.”
- Sort simple computer situations into safe choices and choices that need help.
- Create a picture showing one safe computer habit.
Success Criteria
The child is successful when they can:
- Point to or name the “Ask” or “Stop” card when shown an unfamiliar computer message.
- Say, “I will ask a grown-up before I click.”
- Show one safe computer habit in a drawing or role-play.
Introduction: A Curious Computer Message
Time: 5 minutes
Show the child a pretend computer message made of silly letters, numbers, and symbols. Say:
“This message looks very strange! Sometimes a computer shows words we do not understand. What should we do?”
Invite the child to share ideas. Explain:
“When we see something strange on a computer, we do not need to touch it. We can stop, close it, and ask a trusted grown-up.”
Tell the Child What They Will Learn
“Today we will practice three safe computer steps: Stop, Close, Ask. Then we will make a safe-computer picture.”
Body: Learn and Practice
Part 1: I Do — Model the Three Safe Steps
Time: 5 minutes
Use the pretend computer or toy keyboard. Model each step slowly:
- Stop: Put your hands in your lap.
- Close: Pretend to close the message or move away from the screen.
- Ask: Say, “Can you help me, please?”
Say:
“I see words I do not know. I will stop. I will close it. I will ask a grown-up.”
Have the child copy the motions. Use a calm, reassuring tone. Explain that the child will not get in trouble for asking for help.
Quick Check
Ask:
- “What do we do first when something looks strange?”
- “Who can help us?”
- “Should we click words we do not understand?”
Part 2: We Do — Safe Choice Sorting Game
Time: 10 minutes
Place the “Safe,” “Ask,” and “Stop” cards where the child can see them. Read one situation at a time. Let the child choose a card and explain the choice.
- “You are watching a story with your grown-up.” Safe
- “A message asks for your name.” Ask
- “A button says something you do not understand.” Stop and ask
- “A grown-up says it is time to turn off the tablet.” Safe
- “A loud pop-up appears.” Stop and ask
- “You want to download a new game.” Ask
After each answer, respond with specific feedback:
- “You chose Ask because the message wanted information. That is careful thinking.”
- “You chose Stop because the words were unfamiliar. That keeps you safe.”
Movement Break: Stop, Close, Ask
Time: 3 minutes
Play a short round of movement practice:
- When you say “Stop,” the child freezes.
- When you say “Close,” the child makes a closing motion with both hands.
- When you say “Ask,” the child raises a hand and says, “Please help me.”
Part 3: You Do — Pretend Computer Practice
Time: 8 minutes
Present three pretend situations. Allow the child to act out the response independently.
- A familiar story is open.
- A strange message with letters, numbers, and symbols appears.
- A button asks the child to type something.
For each situation, ask:
- “What do you notice?”
- “What will you do?”
- “What will you say?”
Expected response for unfamiliar situations:
“Stop, close, and ask a grown-up.”
Part 4: Creative Application — My Safe Computer Picture
Time: 10 minutes
Invite the child to choose one picture idea:
- A child using a computer with a grown-up
- A hand pressing a pretend “close” button
- A child asking for help
- A computer with the words “Stop, Close, Ask”
As the child draws, ask:
- “What is happening in your picture?”
- “Who is helping?”
- “Which safe step is your picture showing?”
The child may draw, dictate a sentence, use stickers, or act out the picture instead of drawing.
Assessment
Formative Assessment
- Listen to the child’s answers during the sorting game.
- Observe whether the child performs the three motions correctly.
- Ask the child to explain why a strange message should be shown to a grown-up.
Summative Demonstration
Show the child a pretend unfamiliar message and ask:
“What would you do if you saw this?”
Look for the child to:
- Stop touching the device
- Move away or pretend to close the message
- Ask a trusted grown-up for help
Differentiation and Adaptations
For a Child Who Needs More Support
- Use only two choices at first: “Safe” and “Ask.”
- Demonstrate each action while giving a short verbal cue.
- Use gestures, picture cards, and repeated practice.
- Let the child answer by pointing, acting, or choosing a card.
For a Child Ready for More Challenge
- Invite the child to create a new pretend computer situation.
- Ask the child to teach the “Stop, Close, Ask” steps to a toy or family member.
- Have the child make a three-part mini-book with one page for each safe step.
Flexible Learning Options
- Homeschool: Practice with a parent or caregiver using a pretend device.
- Classroom: Practice in pairs or small groups with an adult observing.
- Digital setting: Use a shared screen or pretend screen without clicking real unfamiliar messages.
- No-device setting: Use paper cards and role-play the situations.
Conclusion: Recap and Reflection
Time: 5 minutes
Review the lesson by holding up each word card and inviting the child to say or act out the step:
- Stop — Keep hands still.
- Close — Move away from the strange message.
- Ask — Get help from a trusted grown-up.
Ask the child to complete these sentences:
- “If I see something strange, I will ______.”
- “A grown-up who can help me is ______.”
- “One safe computer choice is ______.”
End with the lesson chant:
“Stop, close, ask—safe choices are our task!”
Optional Follow-Up Activity
Place the child’s drawing near the family computer or tablet. Before the next device activity, invite the child to point to the three steps and practice saying them together.