Learning goal: Name the three habits: be smart, be kind, and stay safe.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 5, 45. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: What can we do to help our class feel safe?
4 min · Model and say
Point to Quackers. Say: We can enjoy technology and ask for help when we need it. Model one kind sentence and one question for help.
8 min · Practice together
Read page 5 together. In pairs, take turns acting out helping, asking, and encouraging. Use page 45 for an optional coloring finish. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: Show or tell one safe habit. Look for a relevant action, not memorized wording.
First grade · Unit 1 · Lesson 01 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle a kind choice.
Help a friend.
Point to the words we will practice.
Point to all three; children may echo the teacher.
Draw Officer Quackers helping someone.
Accept any scene showing help, kindness, or a safe choice.
Check, then respond
Ask: Show or tell one safe habit. Look for a relevant action, not memorized wording.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Invite a grown-up to ask: What does Officer Quackers help you learn?
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 1 · Lesson 02 · 20 minutes
Find my trusted helpers
Learning goal: Identify two trusted adults and practice asking for help.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 35, 43. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: Who helps us when we have a question at school?
4 min · Model and say
Say: A trusted helper listens and helps keep you safe. Model: Teacher, I need help with something on my screen.
8 min · Practice together
Use page 35. Children draw a helper, then practice asking a second helper if the first is unavailable. Name roles rather than collecting contact details. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask children to name or point to two helper roles and rehearse one request.
First grade · Unit 1 · Lesson 02 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle someone at school who can help.
Teacher. Other known school helpers may also be appropriate.
A helper is busy. What can you do?
Ask another trusted adult. Keep asking until someone helps.
Draw a helper at school and a helper outside school.
Accept trusted caregivers, teachers, counselors, or other safe adults; children may use roles.
Check, then respond
Ask children to name or point to two helper roles and rehearse one request.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Talk together about whom the child can ask when their usual grown-up is busy.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 1 · Lesson 03 · 20 minutes
Pause, put it down, tell
Learning goal: Rehearse pausing and getting help when something feels wrong.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 31, 43. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: What could your face or body do when you feel unsure?
4 min · Model and say
Use a closed book as a pretend tablet. Say: This worries me. I stop touching the screen, put it down safely, and tell my teacher.
8 min · Practice together
Lead three gentle fictional situations: an odd pop-up, a confusing request, an unkind message. Children rehearse the same three actions. Do not show frightening content. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Give a new pretend pop-up and check whether students demonstrate all three actions.
First grade · Unit 1 · Lesson 03 · 20 minutes
Answers & follow-through
Worksheet guidance
Number these steps 1, 2, 3.
Tell = 3; pause = 1; put down safely = 2. Accept an accessible equivalent such as moving hands away.
Do you have to fix a worrying message by yourself?
No. Ask a trusted adult.
Draw yourself telling a helper.
Look for asking rather than continuing to interact.
Check, then respond
Give a new pretend pop-up and check whether students demonstrate all three actions.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Let your child teach you the three actions with a pretend device.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 1 · Lesson 04 · 20 minutes
I can tell after a mistake
Learning goal: Ask for help even after clicking or making a mistake.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 43, 47. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: Lee tapped a button by accident. What might Lee feel?
4 min · Model and say
Say: You can always tell a trusted adult. Model: I tapped something by mistake. Please help me. Avoid promising there will never be consequences.
8 min · Practice together
Pairs alternate being Lee and a listening helper. The helper says: Thank you for telling me. Let’s get help. Students may observe instead of acting. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: Can you still ask for help after you tap? Listen for yes and a helper role.
First grade · Unit 1 · Lesson 04 · 20 minutes
Answers & follow-through
Worksheet guidance
Lee tapped a strange button. Circle the next step.
Tell a trusted adult promptly.
Practice saying these words.
Accept the printed sentence, a shorter help request, or an accessible signal.
Draw a helper listening to Lee.
Look for a calm help-seeking scene; do not request real incidents.
Check, then respond
Ask: Can you still ask for help after you tap? Listen for yes and a helper role.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Tell your child how they can come to you after an online mistake.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 2 · Lesson 05 · 20 minutes
What is private information?
Learning goal: Recognize home address, phone number, and birthday as private information.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 7, 11. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: Do we give everyone we meet every detail about ourselves?
4 min · Model and say
Read page 7. Say: Private information is information we protect. Use only category names, never children’s actual details.
8 min · Practice together
Use page 11 to point out private categories. Students show a closed hand for information to protect; pause to discuss instead of scoring speed. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Say three categories and ask the student to identify one that should be protected.
First grade · Unit 2 · Lesson 05 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle all three private kinds of information.
All three. Explain categories without asking for real values.
A game asks for your phone number. What do you do?
Ask a trusted adult before entering information.
Draw a symbol to remind you to protect information.
Accept a lock, closed envelope, helper, or another explained symbol.
Check, then respond
Say three categories and ask the student to identify one that should be protected.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Discuss private information using category names rather than writing personal details.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 2 · Lesson 06 · 20 minutes
My school and routine
Learning goal: Keep school, location, and daily routine out of unfamiliar chats.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 7, 11. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: A player asks Pat where school is. Should Pat type it?
4 min · Model and say
Say: Where we go and when we go can tell someone how to find us. Model pausing instead of answering.
8 min · Practice together
Give fictional category cards orally: school name, pickup time, home location, favorite imaginary animal. Sort private location/routine details without collecting real routines. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: Is a school name something to share freely in a game? Listen for protect it and ask.
First grade · Unit 2 · Lesson 06 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle details about where or when someone goes.
All three are location or routine information.
Someone asks where you are. Circle a safe action.
Ask a trusted adult; do not send location to an unfamiliar contact.
Draw Pat asking for help instead of replying.
Look for stopping the reply and seeking help.
Check, then respond
Ask: Is a school name something to share freely in a game? Listen for protect it and ask.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Talk about why a school name or daily schedule can be private too.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 2 · Lesson 07 · 20 minutes
Pictures can tell a story
Learning goal: Ask before sharing a picture of oneself or another person.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 7, 43, 51. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Describe a fictional photo with a street sign behind a child. Ask: What could it show?
4 min · Model and say
Say: Pictures can show faces, places, or private details. Model asking a trusted adult before sending one.
8 min · Practice together
Draw a fictional photo on the board with a child, a school sign, and a house number. Children point to details to protect, then practice an asking sentence. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask what the child would do before sending a picture of a friend. Look for asking and respecting others.
First grade · Unit 2 · Lesson 07 · 20 minutes
Answers & follow-through
Worksheet guidance
Before sharing a picture, I should…
Ask a trusted adult and respect the people in the picture.
Circle what a photo might show.
All three can reveal information.
Draw a pretend photo without real private details.
Accept imaginary scenes. Do not require student photos or real addresses.
Check, then respond
Ask what the child would do before sending a picture of a friend. Look for asking and respecting others.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Together, discuss permission before taking or sharing a photo of someone.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 2 · Lesson 08 · 20 minutes
Earn my privacy badge
Learning goal: Apply privacy choices in three new situations.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 9, 17. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Review: What does our privacy shield protect?
4 min · Model and say
Model explaining a choice: I keep my address private because it tells where I live.
8 min · Practice together
Use page 17 to draw privacy ideas. Read fictional requests for a password, phone number, and school name. Children choose a helper response. Review page 9 without collecting personal details. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Check three scenarios. If a student needs a prompt, model that scenario again and let them retry.
First grade · Unit 2 · Lesson 08 · 20 minutes
Answers & follow-through
Worksheet guidance
A player asks for your address. Circle your choice.
Keep it private and get help.
Someone asks your school name. What do you do?
Ask a trusted adult before sharing.
Draw two ideas inside your own privacy shield.
Accept any two explained privacy ideas, such as a lock and a helper.
Check, then respond
Check three scenarios. If a student needs a prompt, model that scenario again and let them retry.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Ask your child to explain one idea in their privacy shield.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 3 · Lesson 09 · 20 minutes
Passwords are secret keys
Learning goal: Explain that passwords protect access to accounts.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 13. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: What does a key help protect? Do not bring real keys or passwords to share.
4 min · Model and say
Point to page 13. Say: A password is like an account key. We protect it and do not send it to players or friends.
8 min · Practice together
Use an empty envelope as a pretend account. Practice deciding who can help with it: a trusted caregiver or school helper, rather than someone asking in a game. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: Is a password something to send to a player? Listen for no and a help action.
First grade · Unit 3 · Lesson 09 · 20 minutes
Answers & follow-through
Worksheet guidance
A password helps protect…
An account.
A game player asks for your password. What do you do?
Keep it private and tell a trusted adult.
Draw a key or lock. Do not write a real password.
Accept a key or lock with an explanation about protection.
Check, then respond
Ask: Is a password something to send to a player? Listen for no and a help action.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Remind your child that a trusted adult can help with accounts without sharing passwords in chats.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 3 · Lesson 10 · 20 minutes
Password detectives
Learning goal: Compare the book’s pretend examples without copying them for use.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 13, 15. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: Should everyone use the same key for their account?
4 min · Model and say
Read page 15 as a comparison exercise. Explain: These examples are printed for everyone to see. We never use a book example as our own password.
8 min · Practice together
Partners point to the short examples in the top row and the longer mixed examples below. Notice differences in length and characters. Adult help is the child’s next step; do not have children create real credentials. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: What would you do if you needed help making an account? Look for trusted adult help.
First grade · Unit 3 · Lesson 10 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle the longer pretend example. Do not use either.
PRETEND-CLASSROOM-EXAMPLE is longer; this checks noticing length, not whether a password is secure.
Should you use a password printed in a book?
No. Publicly printed examples must not be reused. Page 15 marks the bottom row but does not guarantee security.
Draw yourself asking an adult for account help.
Accept caregiver or school account support. Do not collect passwords or assess real accounts.
Check, then respond
Ask: What would you do if you needed help making an account? Look for trusted adult help.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Have a conversation about account help. Do not ask your child to write or say passwords for homework.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 3 · Lesson 11 · 20 minutes
Ask before downloading
Learning goal: Pause before downloading a game or app.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 43, 51. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: Jo sees a bright button for a new game. What comes before tapping?
4 min · Model and say
Model: May I download this? Then wait for the trusted adult to check. Asking means waiting for an answer.
8 min · Practice together
Use page 51’s first pair. In partners, one points to an imaginary download button and the other practices asking and waiting. Swap roles. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Offer a new pretend game. Check that the child includes both asking and waiting.
First grade · Unit 3 · Lesson 11 · 20 minutes
Answers & follow-through
Worksheet guidance
Before downloading, I…
Ask a trusted adult and wait.
An adult has not answered yet. What do I do?
Wait. Do not assume permission from silence.
Draw the question you want a helper to check.
Accept a pretend app or a drawn conversation; no actual download.
Check, then respond
Offer a new pretend game. Check that the child includes both asking and waiting.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Agree on which grown-up helps decide whether a new app or game is okay.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 3 · Lesson 12 · 20 minutes
Ask before buying or connecting
Learning goal: Seek adult help with purchases and unfamiliar Wi-Fi.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 37, 43. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: A game offers extra coins. Does a bright button mean we should buy?
4 min · Model and say
Point to buying on page 43 and trusted Wi-Fi on page 37. Say: A grown-up helps check purchases and connections.
8 min · Practice together
Teacher reads two station scenarios aloud: buy pretend coins; join an unfamiliar network. Students practice the exact question they would ask, without using devices. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Give one purchase or Wi-Fi situation and listen for asking before acting.
First grade · Unit 3 · Lesson 12 · 20 minutes
Answers & follow-through
Worksheet guidance
A game wants money for coins. I should…
Ask and wait for permission before buying.
I see Wi-Fi I do not know. I should…
Ask a trusted adult; do not choose an unknown connection independently.
Draw a helper checking a purchase or connection.
Accept an adult checking with the child. Do not collect payment or network details.
Check, then respond
Give one purchase or Wi-Fi situation and listen for asking before acting.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Talk about your family’s rule for purchases inside games.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 4 · Lesson 13 · 20 minutes
Words can help
Learning goal: Choose words that encourage someone.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 19, 29. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: What could you say when a friend is learning something hard?
4 min · Model and say
Read page 19. Model: Good try. Would you like help? Use a gentle voice and explain that tone matters too.
8 min · Practice together
In pairs, practice encouraging a fictional child who loses a game or makes a drawing mistake. Page 29 provides a place to celebrate a kind phrase. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask for one kind sentence in a new scenario without showing the example.
First grade · Unit 4 · Lesson 13 · 20 minutes
Answers & follow-through
Worksheet guidance
A friend loses. Circle kind words.
Good try.
Say a helpful phrase to a partner.
Accept an encouraging equivalent; the friend can decline help.
Draw a moment when kind words help.
Look for encouragement, not teasing disguised as a joke.
Check, then respond
Ask for one kind sentence in a new scenario without showing the example.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Invite your child to teach the family a kind phrase from class.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 4 · Lesson 14 · 20 minutes
Include and listen
Learning goal: Practice inviting someone and listening to their answer.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 19, 21. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: Ari is watching a game but has not been invited. What could you ask?
4 min · Model and say
Model: Would you like a turn? Then pause and listen. Say: It is okay if someone says no.
8 min · Practice together
Use the include-someone and listen-to-others ideas on page 21. Groups rehearse inviting, listening, and respecting a yes or no response. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Check whether a student can invite and wait for an answer during a short role-play.
First grade · Unit 4 · Lesson 14 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle an invitation.
Want a turn?
Your classmate says no thank you. You can…
Respect the answer; inclusion is an invitation, not pressure.
Draw children taking turns or listening.
Accept a clear example of listening or turn-taking.
Check, then respond
Check whether a student can invite and wait for an answer during a short role-play.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Practice offering someone a turn and respecting their choice.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 4 · Lesson 15 · 20 minutes
When words are mean
Learning goal: Avoid joining hurtful messages and ask a trusted adult for help.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 19, 31. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Use a mild fictional message: You cannot play with us. Ask how a person might feel.
4 min · Model and say
Say: You do not have to answer mean words. Model stopping and telling a teacher without repeating an insult.
8 min · Practice together
Pairs choose from three responses read aloud: join the teasing, send it to more people, or tell a helper. Discuss support for the child who was hurt. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask for one action that helps without spreading the message.
First grade · Unit 4 · Lesson 15 · 20 minutes
Answers & follow-through
Worksheet guidance
A chat gets mean. Circle a safe next step.
Tell a trusted adult; do not retaliate.
Should you send the hurtful message to more friends?
No. Avoid spreading the hurtful content. A trusted adult can help handle it.
Draw a kind way to support someone left out.
Accept including, listening, offering company, or getting adult help.
Check, then respond
Ask for one action that helps without spreading the message.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Explain how your child can tell you if a message hurts their feelings.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 4 · Lesson 16 · 20 minutes
Our kindness practice
Learning goal: Plan and reflect on an observable act of kindness.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 21, 25, 27. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: How can we tell that a kind idea became an action?
4 min · Model and say
Model a specific plan: At partner time, I will listen until my partner finishes.
8 min · Practice together
Use page 25’s path: children draw one kind act, share it, then try it in a classroom routine. Use page 27 as an optional reflection. Do not rank students or require a completed bingo board. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
After the routine, ask: What did you try? What might you try next? Accept honest incomplete attempts.
First grade · Unit 4 · Lesson 16 · 20 minutes
Answers & follow-through
Worksheet guidance
Choose an action to try today.
Any of the four with an appropriate context.
Tell a partner when you could try it.
Accept a specific classroom moment, with prompting if needed.
Draw your plan before you try it.
Look for a doable action. A drawing is a plan, not evidence that it happened.
Check, then respond
After the routine, ask: What did you try? What might you try next? Accept honest incomplete attempts.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Invite a voluntary family kindness idea without requiring a signed report.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 5 · Lesson 17 · 20 minutes
People online may be unfamiliar
Learning goal: Ask a helper before responding to an unfamiliar online person.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 31, 43. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: A game character has a friendly picture. Does the picture tell us who is behind it?
4 min · Model and say
Say: We cannot know someone just from a name or picture. A familiar name also does not make every request safe.
8 min · Practice together
Read page 31. Show three invented names on the board without photos. Students rehearse asking a helper before responding, not guessing who looks safe. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: Can a nice-looking picture replace asking a grown-up? Listen for no.
First grade · Unit 5 · Lesson 17 · 20 minutes
Answers & follow-through
Worksheet guidance
Does a friendly game picture prove who someone is?
No. Names and pictures are not proof of identity.
An unfamiliar player wants a private chat. I…
Pause and ask a trusted adult.
Draw yourself asking about a message.
Look for help-seeking rather than trying to investigate alone.
Check, then respond
Ask: Can a nice-looking picture replace asking a grown-up? Listen for no.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Discuss the difference between knowing someone in person and seeing a name online.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 5 · Lesson 18 · 20 minutes
Gifts and secret requests
Learning goal: Recognize gifts and secrecy as reasons to pause and tell.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 31, 43. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: A player offers a prize if Mo keeps their chat secret from family.
4 min · Model and say
Model: I will not reply to get the prize. I will tell my grown-up. Explain that children do not owe a reply, photo, or secret for a gift.
8 min · Practice together
Teacher reads two fictional offers: free game items for a photo; a gift for keeping a chat secret. Children practice pausing and telling, without acting as the person making the request. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Give a new pretend gift request and check for no sharing plus adult help.
First grade · Unit 5 · Lesson 18 · 20 minutes
Answers & follow-through
Worksheet guidance
A player offers a gift for your photo. You…
Do not send the photo; tell a trusted adult.
A chat must be secret from your family. You…
Tell a trusted adult. Requests to hide an online conversation are a reason to seek help.
Draw a safe next step for Mo.
Look for stopping and asking for help rather than accepting the offer.
Check, then respond
Give a new pretend gift request and check for no sharing plus adult help.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Remind your child they can tell you about online requests for secrets or gifts.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 5 · Lesson 19 · 20 minutes
Do not arrange an online meeting
Learning goal: Tell a trusted adult about a request to meet in person.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 31, 35. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read: An online player asks Ren to meet at a park. Keep the scenario calm and fictional.
4 min · Model and say
Say: Do not arrange to meet an online contact or share where to find you. Model telling a teacher about the request.
8 min · Practice together
Use the meeting warning on page 31 and helper picture on page 35. Students practice a help sentence; do not ask them to name actual meeting places or routes. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Ask: What are two things Ren should avoid? Look for arranging a meeting and sharing location.
First grade · Unit 5 · Lesson 19 · 20 minutes
Answers & follow-through
Worksheet guidance
An online player wants to meet. You…
Tell a trusted adult; do not make meeting arrangements.
Should you send your route or location?
No. Do not share routes or location with an online contact.
Draw Ren getting help.
Accept telling a caregiver or school helper promptly.
Check, then respond
Ask: What are two things Ren should avoid? Look for arranging a meeting and sharing location.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Identify whom your child would tell about an online request to meet.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 5 · Lesson 20 · 20 minutes
Smart-choice story stations
Learning goal: Explain safe choices across privacy, kindness, and permission.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 33, 49, 51. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask children to recall one habit from each of the last three units.
4 min · Model and say
Use one pair on page 51. Model naming the action and why it helps, rather than choosing by left or right position.
8 min · Practice together
Run three oral stations: a download request, a request for a school name, and a friend losing a game. Students give actions and reasons. Page 33 is an optional observation break, not a safety assessment. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Record whether each child can choose a safe action and explain one reason; reteach any uncertain station.
First grade · Unit 5 · Lesson 20 · 20 minutes
Answers & follow-through
Worksheet guidance
A new game wants a download. Circle a choice.
Ask first and wait.
A player asks your school name. Circle a choice.
Protect the information and ask a trusted adult.
Draw a kind response to a friend who loses.
Accept encouragement or offering help; ask the student to explain.
Check, then respond
Record whether each child can choose a safe action and explain one reason; reteach any uncertain station.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Ask your child to invent a pretend choice for you to solve together.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 6 · Lesson 21 · 20 minutes
Take care of devices
Learning goal: Handle classroom devices carefully and ask adults for charging help.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 37, 39. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: How do we carry classroom supplies so they do not fall?
4 min · Model and say
With a closed book as a device, model carrying carefully and putting it on a stable surface. Explain that adults help with charging and damaged equipment.
8 min · Practice together
Students practice carrying a book with care and choosing a clear, stable resting place. Read page 37 and draw a device-care idea on page 39. No chargers are handled by students. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Observe one safe carry-and-place demonstration using a book.
First grade · Unit 6 · Lesson 21 · 20 minutes
Answers & follow-through
Worksheet guidance
Choose a careful way to move a tablet.
Carry it carefully according to classroom directions.
A device needs charging help. I…
Ask an adult. Do not handle unfamiliar charging equipment or damaged devices.
Draw a safe place for a pretend tablet.
Accept a stable clear surface and a careful explanation.
Check, then respond
Observe one safe carry-and-place demonstration using a book.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Ask your child to show a safe resting place for a device with your guidance.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 6 · Lesson 22 · 20 minutes
Breaks, sound, and balance
Learning goal: Notice when to pause device use and follow a classroom break routine.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 37. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: What else do we enjoy doing besides using screens?
4 min · Model and say
Read the break and volume tips on page 37. Model lowering sound and switching to a stretch or another activity when the teacher signals a break.
8 min · Practice together
Practice a brief device-free routine: set the pretend device down, stand or stretch in an accessible way, look away, and choose a non-screen activity. Do not prescribe medical rules or fixed screen-time limits. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Give the break cue and look for a safe transition plus one non-screen choice.
First grade · Unit 6 · Lesson 22 · 20 minutes
Answers & follow-through
Worksheet guidance
The sound feels too loud. You…
Turn it down and ask for help if needed.
The teacher calls a break. You…
Pause and follow the classroom routine.
Draw a non-screen activity you enjoy.
Accept reading, drawing, movement, music, talking, or another accessible activity.
Check, then respond
Give the break cue and look for a safe transition plus one non-screen choice.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Choose a shared non-screen activity and discuss your family’s break routine.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 6 · Lesson 23 · 20 minutes
My safety promise in action
Learning goal: Connect each safety promise with an action.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 41, 47, 49. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Read the four promises on page 47 and ask what each could look like.
4 min · Model and say
Model: Keeping information private means I do not type my address in a game. Explain that a promise means practice, and help is available after mistakes.
8 min · Practice together
Children pair each promise with an example spoken by the teacher: ask for help, protect information, use kind words, make a safe choice. Use page 49 to draw an example; page 41 is an optional counting finish. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Name a promise and ask the student for a matching action with minimal prompting.
First grade · Unit 6 · Lesson 23 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle a way to keep information private.
Ask before sharing and protect the address.
Circle a way to be kind.
Encourage someone.
Draw yourself doing one safety promise.
Accept a clear action connected to any promise. Do not use pledges as blame if a later problem occurs.
Check, then respond
Name a promise and ask the student for a matching action with minimal prompting.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Use one promise as a conversation starter; invite questions rather than requiring perfect behavior.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
First grade · Unit 6 · Lesson 24 · 20 minutes
Show what I learned
Learning goal: Demonstrate safe choices and identify a next practice goal.
Prepare: One worksheet per child, pencils or crayons, and the linked book pages. A closed book can stand in for a device. No student account or device is needed.
Book connection: Cyber Safety Coloring & Activity Book Featuring Officer Quackers, PDF pages 53, 55. Numbers are PDF positions, including blank backs.
Teach the lesson
3 min · Connect
Ask: Which Officer Quackers habit do you want to teach someone else?
4 min · Model and say
Model an honest reflection: I know to ask before downloading. I am still practicing stopping when I feel unsure.
8 min · Practice together
Use four brief oral situations: private information request, mean words, a new download, and a worrying message. Children respond through words, pointing, or role-play. Celebrate page 53 badges as participation; share page 55 with families. Read the worksheet aloud and let children respond by pointing, speaking, circling, or drawing. Use optional coloring only if time allows.
3 min · Discuss
Invite two different responses. Ask: What would you do? Why could that help? Use the answer guide on the next page.
2 min · Check understanding
Record independent / with a prompt / needs practice for each of four situations; revisit the matching lesson for any needs-practice response.
First grade · Unit 6 · Lesson 24 · 20 minutes
Answers & follow-through
Worksheet guidance
Circle the action for a worrying message.
Tell a trusted adult after pausing.
Tell a partner one safe habit you learned.
Accept any relevant habit with an example; use the oral situations to check understanding.
Draw a habit you want to keep practicing.
Accept a realistic practice goal. A badge recognizes learning and effort, not a guarantee of safety.
Check, then respond
Record independent / with a prompt / needs practice for each of four situations; revisit the matching lesson for any needs-practice response.
Mark your observation: □ Independent □ With a prompt □ Needs practice. If a child needs practice, demonstrate the same action again and offer a new example in the next class. This is a teaching check, not a safety certification.
Make it work for your learners
Support: Read aloud, point to two choices, model one response, and accept a gesture, spoken answer, drawing, or partner scribe. Do not require independent reading.
Extend: Ask the child to invent one new pretend situation for today’s goal and explain a safe response to a partner.
Family conversation
Send the book’s page 55 and invite an open conversation about one habit and one question.
No personal information or signed homework needs to be returned.
Teacher care note
Use fictional situations. Do not collect passwords, addresses, or private experiences. Offer an alternative to role-play. If a child shares a concern, listen calmly, avoid public questioning, and follow school procedures.
