Teacher guides for lessons 1–4. Use Letter paper, 100% scale, and disable browser headers and footers. Save as PDF is available in the print dialog.
First grade · Unit 1 · Lesson 01 · 20 minutes
Meet Officer Quackers
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.
