Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Act it out

20 minutes

Find Out: Offline interaction investigation

20 minutes

Take Action: Online wisdom wall

5 minutes

Reflection: Log off and look back

Learning intentions

Students will:

explore different ways they can interact with people, both in-person and online.

Success criteria

Students can:

identify respectful ways of interacting online
describe the 4Cs - content, conduct, contact and compulsion.

Tune In: Act it out

Preparation

Print and cut out sets of Interaction Flashcards, so that you have enough for 1 set of cards for each group of 2 - 3 students.

Choose a wall space for your display, and prepare with the 4Cs posters.

Step 1

Ask students to sit in a circle and introduce the concept of interaction. For example: ‘There are many ways we interact with people. Sometimes we chat with our friends. Sometimes we give our family a hug. Sometimes we stand on a stage and sing or play an instrument. Sometimes we make a picture or a poster and put it where people can see it. Point out the 4C posters displayed, and outline that sometimes our photo or our work is published, like when our basketball team wins and we get our photo in the newspaper.’

Ask students for other examples of how they interact with people.

Learning support: If this is the first time your students are hearing about ‘interaction’, take the opportunity to create a definition of interaction. Make sure the definition covers face-to-face (such as talking to classmates), distance (such a reading a letter), and online (such as playing an online game) interactions.

Explain to the students that they are going to play a game called "Act It Out." You will name a place or way that people interact, and students are to show how they might interact in the scenario. Explain to them that they are to use their words and actions to pretend.

Step 2

Work through the following scenarios. You could either ask for volunteers to come to the front and act out the scenario, or you could ask your students to turn and talk to the person next to them.

Supermarket: How do you talk to the person at the checkout?
In class: How do you ask your teacher a question?
Playground: What do you say/do when you want to join a game?
Sports team: How do you talk to your teammates on the pitch/court? How do you talk to the opposition after the game?

During each scenario, highlight the language or gestures that the students have used to contribute to this interaction. Highlight that we are expected to use different languages and behaviours in different scenarios. For example, after playing soccer, it is polite to shake hands and say ‘good game’ (or ‘gg’s) with the other team, but it would be weird to shake hands with your friends and say ‘good game’ after playing with them on the playground.

Step 3

Explain to your students that these are all different ways of interacting in person or face-to-face. Sometimes we interact with people, even when we’re not standing right next to them. Ask your students if they can think of any ways they could interact with someone even when they are not in the same room as them. Prompt them to think back to our earlier discussion about what an interaction is. Student responses could include:

sending an email
talking on the phone
writing and publishing a book
playing video games with someone overseas
posting or watching a video online
sending a letter or a postcard
making a video call.

Find Out: Interaction investigation

Step 1

Introduce your students to the idea of online interactions. For example, “Online interactions are when we use the internet to connect with other people. We use devices to access the internet so we can send emails, make video calls, watch videos online, and play online games with other people. The internet makes all sorts of interactions possible! We can interact with people all over the world. We can connect with many people very quickly!”

Step 2

Ask students to work in groups of 2 - 3. Provide each group with a set of Interaction Flashcards. Explain to the students that they are to organise the 16 cards into 2 piles: 1 pile of online interactions and 1 pile of offline interactions.

Once the cards are sorted, ask students to discuss what helped them decide whether an interaction was offline or online. Discuss the sorting decisions made by the students and any that were tricky, such as video chat vs. talking in person. Brainstorm as a class, and from these ideas, create definitions for offline interactions and online interactions.

Suggested definitions: An online interaction is when you connect with someone over the Internet using a digital device. An offline interaction is when you connect with someone without electricity or Wi-Fi using physical objects.

Step 3

Explain to students that whether the interactions are online or offline, it is important for our interactions to be safe, respectful and responsible. Introduce students to the 4C’s - Content, Contact, Conduct and Compulsion through the Visual Explainer. For each C, introduce the term and the definition.

On the next slide, ask students each of the questions, and sort their answers into online, offline or both. Ask the students to provide answers that show safe and respectful behaviour. See the example answers below.

	Online	Both	Offline
Contact	Far away family members	Friends Classmates (If they use apps like Numbots or Timetables Rockstars)	Family
Conduct	No griefing (destroying others’ work) No sharing personal information Say GG after playing a game	Using manners Asking adults for help Being nice	Keeping our hands to ourselves Listening to teachers
Compulsion	Watching videos	Homework Playing games	Playing sport
Content	Videos	Photos	Books Magazines

Take Action: Online wisdom wall

Step 1

Explain to the students that we are going to create a wall of wisdom to remind us about the 4Cs. Refer to the 4C posters up on the wall to remind students of the 4Cs. Provide students with blank paper and writing/drawing materials. Direct them to work in pairs or individually to create a drawing, word, or sentence that they feel is important to teach others about interacting online.

Step 2

Once completed, work as a class to classify the pictures and messages into each of the four areas - Content, Contact, Conduct and Compulsion. Add their work to the wall of wisdom under the appropriate poster heading.

Reflection: Sharing

Step 1

Discuss as a class the information on the wall. Ask students to pick something someone else created that they like and think is important. Ask your students if there is any important information missing. Write these down and add them to the display.

Interactions Everywhere

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Summary

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