Online Safety Poster

Overview

Students finish a marine animal poster using Google Docs and apply online safety routines for finding, saving, and sharing information. They also practise respectful collaboration behaviours and check what personal data could be stored or shared in their accounts.

Learning intentions

• Students will follow clear steps to safely find information online for a purpose.
• Students will save their work and keep files organised using agreed naming and folder conventions.
• Students will share or export work only with trusted audiences following class rules.
• Students will explain why some personal data in online accounts can create risks.

Success criteria

• I can name and use at least 3 online safety rules when searching and using images.
• I can save my Google Doc, use a sensible file name, and place it in the agreed folder.
• I can share or export my poster using the class-approved method (teacher/trusted audience only).
• I can point out one example of personal data that could be stored or shown in online accounts and describe a risk.

Curriculum links

• AC9TDI4P06: Students use core features of common digital tools to create, locate and communicate content, following agreed conventions (safe searching, saving, formatting, and sharing/exporting).
• AC9TDI4P07: Students use core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults (safe sharing with an agreed audience, turn-taking/supporting others).
• AC9TDI4P09: Students identify what personal data is stored and shared in their online accounts and discuss associated risks (digital identity; examples like names, photos, usernames).
• AC9TDI4K01 (link for system/peripherals): Students recognise that digital systems (devices and apps) support creating and outputting a poster for a purpose (typing, images, printing/exporting).

Lesson structure ({total minutes})

1. 0–5 min · Hook (safety choices). Teacher shows 2 quick example statements on the board: “Using any image I find” vs “Checking if I can use it / using teacher-provided sources”, and asks: Which one is safer and why? Students vote and turn-and-talk, then share one reason.

2. 5–15 min · Direct teach (online safety + routines). Teacher runs through a class “Safe Find–Safe Use–Safe Share” checklist and models saving and file organisation in Google Docs (brief reminders only). Students follow along with their own device: locate the folder where posters belong and check their file name matches the class convention.

3. 15–25 min · Planning and adding content (poster build). Teacher revisits the learning goal for the poster: marine animal facts + an image that supports the information, and quick layout requirements (readability, headings, neat spacing). Students add/replace images in their Google Doc, using only approved sources (teacher guidance). They include brief captions or labels for clarity.

4. 25–35 min · Formatting and publishing prep (Google Docs skills). Teacher demonstrates 2–3 formatting moves: consistent font size for headings, image alignment, and spacing so it prints cleanly. Students apply the same formatting to their own poster and do a “print test” by checking margins and title placement (no printing yet unless time allows).

5. 35–40 min · Safety check: personal data + sharing rules. Teacher asks: “Where could personal data show up in our work?” and links it to online accounts (example: usernames, profile photos, linked accounts). Teacher emphasises sharing with trusted adults only and not exposing private information in captions or file sharing. Students do a quick self-check: confirm they have not added personal details and confirm they are using the class-approved sharing/export method.

6. 40–45 min · Close (submit/prepare to share). Teacher directs students to finalise submission: either share with the teacher using the agreed setting or export to the required format for printing. Students submit and complete a final scan: image matches facts; poster is readable; file is in the correct location.

Resources

• online safety and poster finish deck
• marine animal poster checklist and safety reflection worksheet
• Devices with internet access and logged-in student accounts
• Google Docs access and teacher-created shared folder for posters
• Printed or displayed class “Safe Find–Safe Use–Safe Share” reminder (on slide deck)
• Access to approved image sources (teacher-provided links or bookmarked sources in class)
• Headphones (optional, for low-volume independent work time)
• Printing access (teacher prepares printing queue; students export if needed)

Assessment

• Teacher observation during saving, organising, and formatting in Google Docs (is the file saved and named correctly?).
• Worksheet check: students’ “Safety check” responses and completion of poster requirements.
• Quick end-of-lesson review: teacher verifies each poster has (1) marine animal information and (2) an appropriate image with a caption/label.

Differentiation

• Provide sentence starters on the worksheet for the safety reflection (e.g., “A safer choice is…because…”).
• Offer a “formatting cheat sheet” shown on online safety and poster finish deck for students who need extra structure.
• For students who finish early: ask them to improve readability (e.g., add one extra fact or improve caption clarity) without adding new sources.
• For EAL/SEN support: allow students to choose from a short list of headings/caption templates; pair support for saving/sharing steps.