Spotting Scams

Overview

A 60-minute lesson designed for Year 5 students in New Zealand to understand what scams are, how they affect people, and how to protect themselves from scams. The lesson aligns with the New Zealand Curriculum's emphasis on critical analysis, digital citizenship, and communication skills.

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Learning Objectives

By the end of this lesson, students will be able to:

• Define what a scam is and identify common types relevant to their age group (e.g., online scams, phone scams).
• Explain how scams can negatively impact individuals and communities.
• Demonstrate strategies to protect themselves and others from scams.
• Communicate confidently about scams using relevant vocabulary and ideas.

Curriculum Alignment:

• English - Literacy (Year 5, Level 2):
  Students will locate and use information to form opinions and make connections, supported by evidence, as specified in the English curriculum's critical analysis and comprehension objectives .

• Health and Physical Education / Hauora:
  Understanding personal safety and wellbeing, including digital wellbeing and protecting oneself from harm.

• Digital Citizenship & Online Safety:
  Integration of technology use with accuracy and critical thinking to assess validity and credibility of information .

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Success Criteria

Students can:

• Correctly explain what a scam is.
• Give examples of scams that could affect them or their family.
• Identify at least three ways to protect themselves from scams.
• Participate actively in discussions and activities.
• Work independently or collaboratively to apply their learning.

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Lesson Plan Detail

Duration

60 minutes

Class Size

25 students

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Materials Needed

• Whiteboard and markers
• Projector or screen for video/slide presentation
• Printed scenarios or role-play cards about scams
• "Scam Alert!" worksheet for group activity
• Access to a computer/tablet (optional) for digital literacy activity

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Lesson Breakdown

Time	Activity	Description	Differentiation Strategies
0-10 min	Engage & Explore	- Begin with a class discussion: "What do you think a scam is?" and "Has anyone heard of or seen a scam before?"

• Show a short, age-appropriate video or story about a scam happening in a context relatable to Year 5 (e.g., online game scam, fake emails). | Provide sentence starters for students needing language support, e.g., "A scam is...", "Scams can..."
  Use visuals or role-play for English language learners and those with special learning needs. | | 10-25 min | Explain & Teach | - Teacher defines scams and explains common types relevant to children (online scams, phone calls, messages).
• Discuss how scams can affect people's feelings, money, and trust.
• Introduce strategies for protection: ask a trusted adult, don't share personal info, verify offers, etc.
• Use a visual mind map on the board covering: What are scams? Effects of scams, How to be safe. | Use real-life examples for students to connect with knowledge.
  For advanced learners, include digital scams and concepts of misinformation.
  For others, use concrete examples and simple language. | | 25-40 min | Group Activity: Scam Scenarios | - In groups of 4-5, students receive scenario cards describing different scam attempts (e.g., email promising prizes, phone call asking for money).
• Groups discuss and decide how they would respond, then share with the class.
• Complete the “Scam Alert!” worksheet with key points from their discussion. | Group roles can be assigned (reader, scribe, speaker) to support diverse learners.
  Provide sentence frames for sharing ideas.
  Support students needing literacy help with guided reading of scenarios. | | 40-50 min | Role-play | - Volunteer groups role-play a scam scenario and a safe response.
• Class discusses the role-plays and reinforce protective strategies learnt. | Adjust roles for student confidence and abilities.
  Use prompts and cues for students who need extra support. | | 50-60 min | Reflect & Assess | - Quick individual written or oral exit slip: “One thing I learned about scams is...” and “One way I can stay safe is...”
• Teacher collects or discusses responses to assess understanding. | Provide choice for students to express learning orally or via drawing if writing is challenging.
  Teacher observes participation and comprehension throughout activities for formative feedback. |

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Assessment Methods

• Formative: Observation of class discussions, group work engagement, and role-play participation to monitor understanding and application.
• Summative: Review of "Scam Alert!" worksheets and exit slips to assess individual comprehension against success criteria.
• Self-Assessment: Students reflect on their learning in exit slip, fostering metacognition.

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Differentiation Strategies

• For English Language Learners (ELLs):
  Use visuals, concrete examples, sentence starters, and bilingual supports where possible.

• For Diverse Learners:
  Offer multisensory activities (videos and roleplay), allow paired work, scaffold reading tasks, and provide extra processing time.

• For High Achievers:
  Challenge with deeper questions about why scammers might target certain people or explore the consequences of scams through storytelling.

• For Students Needing Additional Support:
  Simplify language, use direct teaching and repetition, check understanding regularly, and provide one-on-one guidance if needed.

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Teaching Considerations

• Ensure content is age-appropriate: focus on concepts children can relate to and realistic examples.
• Foster a safe classroom environment where students feel comfortable sharing experiences or asking questions.
• Connect the topic with respect to Tikanga Māori by encouraging discussions about protecting whānau and community.
• Emphasise critical thinking and healthy scepticism as part of broader digital citizenship skills.

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References to NZ Curriculum Documents

• English: Critical literacy, making and explaining connections, identifying fact vs opinion, and evaluating information credibility (Level 2, Years 5–6)
• Health and Physical Education: Personal safety, wellbeing, and decision making.
• Digital Citizenship: Use of digital tools to create, edit, and critically evaluate texts.
• Classroom Management: Use of flexible grouping and targeted teaching strategies for inclusivity

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This lesson plan combines critical literacy and real-life practical knowledge in a safe, engaging, and culturally responsive manner aligned to the New Zealand Curriculum for Year 5 students.