Materials and Preparation

• Half-size sheets of paper, three for every student

• Green, yellow, and red markers or colored pencils, one set for each group of four to five students

• Preview the video, “Perspectives on Chatting Safely Online,” and prepared to show it to students.

• Copy the Take Three Student Handout, one for each student.

• Copy the Internet Traffic Light Student Handout, one for each student.

• Review the Take Three Student Handout–Teacher Version.

• Review the Internet Traffic Light Student Handout–Teacher Version.

• Read the Communicating Safely Online Teacher Backgrounder (Middle School).

Essential Question

How should you handle inappropriate online talk?

Lesson Overview

While acknowledging the benefits of online talk and messaging, students consider scenarios in which they may feel uncomfortable, or may encounter inappropriate behavior on the Internet. Students first watch a short video in which teens share their rules of the road for connecting with others online. Through a guided class discussion, students then learn strategies for recognizing and responding to risky online interaction. Finally, students work in groups to rate the riskiness of several online scenarios using the Internet Traffic Light Student Handout.

Learning Objectives

Students will be able to ...

• describe positive aspects of online talking and messaging.

• identify situations in which flirting and chatting become inappropriate and risky.

• understand rules for safe online messaging, and feel empowered to deal with uncomfortable situations when communicating online.

Key Vocabulary

opportunity: a chance for something to happen

pitfall: a hidden or unsuspected problem or danger

inappropriate: not proper; not okay

risky: potentially harmful to one’s emotional or physical well-being

harass: to bother or pressure aggressively

Warm-up (5 minutes)

INVITE students to raise their hand if they have ever heard the saying, “Don’t talk to strangers.”

ASK : How might this “rule” change when we communicate online?

DEFINE the Key Vocabulary term opportunity.

POINT OUT that the Internet gives students a wide range of opportunities to connect with or learn from people who may not be in their circle of close friends — whether through games, social network sites, blogs, instant messaging, forums, and so on.

DEFINE the Key Vocabulary terms pitfall and inappropriate.

EXPLAIN to students that connecting with people online occasionally can have its pitfalls. Therefore, it is important to know how to deal with inappropriate situations if they arise.

Safety Video Vignettes (15 minutes)

DISTRIBUTE the Take Three Student Handout, one for each student.

EXPLAIN to students that they are going to watch a video of three teens sharing their experiences about connecting with people online. Students should pay attention to the opportunities and the pitfalls that each of the three teens mentions in the film.

SHOW students the “Perspectives on Chatting Safely Online” video.

TELL students to complete the Take Three Student Handout with a partner.

Meanwhile, project or draw the Take Three graphic organizer on the board for the class to view.

INVITE students to share the opportunities and the pitfalls that Randy, Aseal, and Renee talk about in the video. Fill in the graphic organizer on the board as students discuss their answers.

ASK: Which story do you feel most connected to? Why?

What advice did the teens share in the video? Would you add any advice of your own?

Renee talks about getting a “gut feeling” when she felt something was “off” online. What does that feel like? In which situations have you had that kind of gut feeling?

POINT OUT to students that just as they follow safety rules for travel in the real world, when they go online they should follow the three safety rules you just discussed.

What’s Risky? (10 minutes)

DEFINE the Key Vocabulary term harass.

POINT OUT that Randy and Aseal use this word in the video to describe awkward or annoying interactions with strangers online. For example, Aseal says he was harassed when during a game someone he didn’t know said some mean things about him.

EXPLAIN that online flirting can sometimes be a less obvious form of harassment.

ASK: How would you handle someone walking up to you on the street and making crude comments?

EXPLAIN to students that the same kinds of situations can happen when they are online. Sometimes it’s obvious that what a person is saying online is wrong and even harmful. Other times people may flirt online, and such warning signs are not always so obvious.

DISCUSS with students how flirting is normal among middle school kids. When flirting is done face to face, it might feel comfortable. However, it quickly can become uncomfortable online, even when it’s with other people that they may know. This is because people sometimes say things online to one another that they might not say if they were face to face.

DEFINE the Key Vocabulary term risky.

EXPLAIN to students that when they are talking online with people they don’t know in person, flirting and other talk is risky behavior. There are times when flirting can lead to an ongoing relationship with a stranger that seems deep and personal. But this is tricky, because some people online don’t actually have teens’ best interests in mind. If the person they’re communicating with online says anything inappropriate and especially if that person is older than they are, students should stop talking right away and then tell a friend or trusted adult about it.

Note: Some young teens may feel excited about the idea of developing romantic relationships with older teens or young adults online. Consider discussing why this can be emotionally and developmentally harmful. Keep in mind, though, that the latest research does not support the “online predator” myth. Please refer to the Communicating Safely Online Teacher Backgrounder for more information.

Internet Traffic Light (10 minutes)

DISTRIBUTE the Internet Traffic Light Student Handout, one for each student.

REVIEW the Internet Safety Tips on the handout aloud. Tell students to keep these rules in mind during the following activity.

ARRANGE students in groups of four or five. Distribute three sheets of paper for each student and one set of green, yellow, and red markers or pencils for each group.

FOLLOW the instructions on the Internet Traffic Light Student Handout – Teacher Version to guide students through the group activity and class discussion.

Wrap-up (5 minutes)

You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to self-reflect in writing for one of the questions, using journals or an online blog/wiki.

ASK: What are some of the opportunities and some of the pitfalls of connecting with people online?

In what online situations should you get a “gut feeling” that tells you that you may be at risk?

What are some rules for staying safe when talking and messaging online?