EDUCATIONAL ACTIVITY PLAN
TOPIC: | Digital Detectives – Stop, Check, Report! |
CLASS / DURATION / PREPARED BY: | Grades 7 – 9; 1 lesson; Prepared by: Zita Nichtová, English teacher, ZŠ ŠS Starý Tekov |
LEARNING TASK
Students become digital detectives investigating realistic online situations. They learn how to recognise suspicious messages, verify information before sharing it, protect their privacy and decide where to seek help when something online is unfair or harmful.
The focus is on practical skills they can use immediately in group chats, social media and everyday online communication.
GOALS ACCORDING TO THE GENERAL CURRICULUM
- Develop critical thinking and responsible digital citizenship.
- Recognise the importance of reliable information and trustworthy institutions.
- Learn safe and responsible ways to respond to online problems.
- Practise respectful communication and evidence-based decision-making in English.
General Competences
- Critical thinking: Evaluate information and distinguish facts from assumptions.
- Communication: Explain decisions and discuss online situations respectfully.
- Digital competence: Make responsible choices when receiving, sharing or reporting online content.
Subject Competences
- Identify warning signs of suspicious messages and misleading information.
- Use English to explain why online content may be unreliable or harmful.
- Recommend appropriate actions when faced with online risks or unfair behaviour.
Integration with Other Subjects
- Informatics: Digital safety, privacy and information verification.
- Civic Education: Rights, responsibilities and reliable institutions.
- Ethics: Respect, empathy and responsible behaviour.
- English: Giving advice, expressing opinions and explaining reasons.
MATERIALS AND EQUIPMENT
Printed scenario cards, paper and pens, board or interactive whiteboard, optional: students’ own devices, without logging into personal accounts
LEARNING ACTIVITIES
Activity 1 – Real, Fake or Not Enough Evidence? (10 min.)
Read the following messages aloud. Students decide whether they should trust, check or avoid sharing each message. They must explain their choice.
Message A: “School is closed tomorrow! Someone posted it in a group chat.”
Message B: “A popular account says that drinking a special mixture will make you learn English overnight.”
Message C: “The official school website announces a change to tomorrow’s timetable.”
Message D: “Forward this message to ten people or your account will be deleted!”
Discuss:
- Who published the information?
- Can we find the original source?
- Is there evidence to support the claim?
- What could happen if we share it without checking?
Key takeaway: A message being popular, urgent or shared by a friend does not automatically make it true.
Useful English:
- “I would check the source first.”
- “There is not enough evidence.”
- “We should not share this yet.”
Activity 2 – The Online Problem-Solving Lab ( 22 min. )
Divide students into small teams. Each team receives one scenario and must create a practical response plan.
Scenario 1 – The Fake School Announcement
A screenshot claims that school starts two hours later tomorrow. Several students are planning to arrive late.
Scenario 2 – The Group Chat Humiliation
Someone shares an embarrassing photo of a classmate without permission. Others add laughing emojis.
Scenario 3 – The Suspicious Competition
A message says a student has won a new phone but must enter their full name, home address and password to claim the prize.
Scenario 4 – The Accusation Without Evidence
An anonymous post accuses a local person of doing something illegal. People start sharing the post and adding insulting comments.
Each team completes this action plan:
Question | Team decision | ||
What is the problem? | Identify the risk | ||
What should we do first? | Choose a safe immediate action | ||
What should we avoid? | Identify actions that could make things worse | ||
Who can help? | Choose an appropriate trusted person or official channel |
| |
How can we prevent further harm? | Suggest one practical step |
| |
Teams then present their plans in English.
Teacher guidance: Emphasise that students should not spread unverified accusations, share passwords, retaliate or repost humiliating content. If someone is being targeted, they can preserve relevant evidence safely, use platform reporting tools and tell a trusted adult. Serious threats or immediate danger require appropriate adult or emergency assistance
Activity 3 – Build Your Personal Digital Safety Toolkit ( 13 min. )
Each student creates a small digital safety checklist titled “Before I Click, Share or React.”
It must include five rules they can use in real life. Encourage students to choose from these ideas and add their own:
- Check the source before believing or sharing information.
- Never share passwords or verification codes.
- Ask permission before posting someone else’s photo.
- Report harmful content instead of joining in.
- Talk to a trusted adult when something feels unsafe.
- Do not spread accusations without reliable evidence.
- Use official channels to confirm important announcements.
Students pair up and compare their checklists. Each pair chooses the three most useful rules for teenagers and explains why.
Finish with an exit ticket:
“The next time I receive a suspicious message, I will…”
REFLECTION AND ASSESSMENT
Assess students through their ability to identify risks, justify decisions and suggest safe, realistic actions.
Ask:
- Why should we verify information before sharing it?
- What is the difference between reporting harmful content and spreading it further?
- Why are trustworthy sources and fair procedures important online?
Expected Learning Outcomes
By the end of the lesson, students will be able to:
- Identify warning signs of suspicious or misleading online content.
- Apply practical steps to verify information.
- Choose appropriate responses to online harm and privacy risks.
- Identify trusted people and official channels that can help.
Final slogan: “Think Before You Share. Be Fair. Stay Safe.”