Grade 2 · Health Education
Quarter 3 · Week 7 · TEKS
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This Grade 2 health education lesson focuses on helping students recognize unsafe requests made in digital or online environments and understand how to respond appropriately. It emphasizes the importance of seeking help from parents or trusted adults when making decisions about digital use. The lesson is grounded in TEKS standards and promotes safe and responsible digital citizenship as part of injury and violence prevention and safety.
Students should have a basic understanding of what digital or online environments are, such as websites, apps, or games, and know that some interactions online can be safe or unsafe.
An unsafe request in a digital environment is when someone online asks you to do something that makes you feel uncomfortable, scared, or that you know is wrong. Examples include someone asking for personal information like your address or password, asking you to meet in person without your parents' permission, or sending messages that are mean or inappropriate. It is important for students to recognize these unsafe requests so they can protect themselves.
When students encounter an unsafe request online, the best action is to stop interacting with the person making the request. They should not respond or share any information. Next, they should tell a trusted adult, such as a parent, teacher, or family member, about what happened. Trusted adults can help keep them safe and decide what to do next. Students should also know how to block or report the person if the digital platform allows it.
Trusted adults are important because they help children make safe choices online. Children might not always know what is safe or unsafe, so adults can guide them and provide support. Explaining why it is critical to ask for help emphasizes that children are not alone and that adults have the experience and authority to keep them safe. This helps children feel confident to speak up when they face unsafe situations online.
Teachers should model how to respond to unsafe requests by demonstrating calm and clear actions, such as saying 'No,' stopping the conversation, and telling a trusted adult. Role-playing scenarios allow students to practice these responses in a safe environment. Discussing feelings and reactions helps students understand why these actions are important and builds their confidence to act appropriately in real situations.
A friend you met in an online game asks you to share your home address. What should you do?
Sharing your home address with someone online, even if they seem friendly, is unsafe because it can put you in danger. The best action is to say no, stop communicating with that person, and tell a trusted adult immediately.
Say no and do not share the address. Tell a parent or trusted adult about the request.
Someone you don’t know sends you a message asking to meet in person. What is the safe response?
Meeting someone you don’t know from online is unsafe. You should not agree to meet and should tell a trusted adult about the message so they can help keep you safe.
Do not agree to meet and tell a trusted adult right away.
Introduce the topic by asking students if they have ever used a computer, tablet, or phone to play games or talk to friends. Discuss what kinds of things people might ask you online.
Students share experiences or ideas about what they might be asked to do online and how it made them feel.
This phase activates prior knowledge and sets the context for understanding safe and unsafe requests in digital environments.
Present several simple scenarios or story cards showing different online requests, some safe and some unsafe. Read them aloud and discuss with the class.
Students identify which requests are safe and which are unsafe and explain why.
This phase helps students practice distinguishing between safe and unsafe requests using concrete examples.
Explain the importance of stopping communication when receiving unsafe requests and telling a trusted adult immediately. Discuss what trusted adults are and why they help.
Students restate why it is important to get help from parents or trusted adults when they encounter unsafe requests online.
This phase clarifies the critical role of trusted adults in digital safety and reinforces appropriate responses to unsafe requests.
Lead a role-playing activity where students practice responding to unsafe requests using phrases like 'No, thank you,' and telling a trusted adult.
Students participate in role-play scenarios, demonstrating how to respond to unsafe digital requests and seek help.
This phase allows students to apply their knowledge and build confidence in handling unsafe requests in a controlled setting.
Ask students to explain or demonstrate what they would do if they received an unsafe request online. Use a short quiz, discussion, or exit ticket.
Students respond to questions or scenarios showing their understanding of identifying unsafe requests and taking appropriate action.
This phase assesses student understanding and readiness to apply safe digital citizenship skills independently.
Students identify which requests are safe and which are unsafe and explain why.
What should you do if someone online asks for your password?
You should say no, not share your password, and tell a trusted adult immediately.
Why is it important to tell a trusted adult about unsafe requests?
Because trusted adults can help keep you safe and make good decisions about what to do next.
How can you say no to an unsafe request online?
You can say 'No, thank you' or 'I don’t want to do that' and then stop talking to that person.
Use clear, simple language and concrete examples when explaining unsafe requests. Provide visual aids or story cards to illustrate scenarios. Offer one-on-one support during role-play activities.
Use pictures and gestures to explain key vocabulary. Pair ELL students with peers for discussion and role-play. Provide sentence starters for responses to unsafe requests.
Encourage students to create their own safe digital citizenship rules. Have students explain the reasons behind safe actions in their own words. Introduce basic concepts of privacy settings and blocking users online.
Send a letter or email to parents explaining the lesson and encouraging them to talk with their child about digital safety and how to be a trusted adult for their child.
Students learned to identify unsafe requests in digital environments, understand the importance of stopping communication with unsafe contacts, and the critical role of trusted adults in helping keep them safe online. They practiced appropriate responses through discussion and role-play, building skills for safe and responsible digital citizenship.
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