Behind The Search wellbeing lesson plan
Behind The Search is a ready-to-teach wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce how information is presented online. Students learn to look more closely at search results, feeds and everyday online content, and begin to notice how information can be shaped, ranked or filtered before it reaches them. Through structured discussion, students build practical skills for questioning what they see online, recognising when something might be misleading, and understanding why thinking critically about information matters in everyday digital life.
Online Safety, AI & Digital Literacy
Snapshot
Behind The Search
The lesson gives teachers a structured way to introduce online information literacy without needing separate research or preparation. Feedback: 4.1/5 average rating from 60 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Analysing how information is presented online and thinking critically about digital content
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that online content such as search results and social media feeds can be ordered, filtered or recommended
recognise signs that information online may be incomplete, biased or misleading
recognise that AI and algorithms can influence what content people are shown
Understand
understand why questioning online information supports safer, more informed digital choices
understand that a digital footprint is shaped by what is viewed, shared and posted online
Practise
practise asking questions about the source and purpose of online content
practise using respectful language when discussing or sharing information online
practise simple strategies for checking information before accepting or sharing it
Who this lesson is for?
Behind The Search is designed for upper primary students in Years 5 and 6 who are becoming more independent users of the internet, social media and online search tools. Students bring some existing experience with digital devices, but may not yet have language for questioning how information is presented to them.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital literacy and online safety programs
pastoral care or advisory sessions
class discussions about respectful online behaviour
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing online information literacy Use when students are beginning to learn about search results, feeds and how online content is presented.
Building classroom culture around digital habits Use when reinforcing respectful, thoughtful online behaviour as part of everyday classroom expectations.
Supporting a digital literacy or online safety unit Use as part of a broader sequence on internet use, social media or digital citizenship.
Practising critical thinking skills Use when students are learning to question sources, check information and notice bias online.
Preparing for increased independent device use Use when students are gaining more independence with devices, social media or online search.
Reinforcing respectful online communication Use when revisiting expectations for how students communicate, share and interact online.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students increasingly rely on search engines, social media feeds and AI tools to find information, often without stopping to consider how that information reached them. Behind The Search helps students build early habits for questioning what they see, rather than accepting it automatically. This is not about teaching students to distrust technology. It is about giving them practical thinking skills so they can use online information more confidently and safely as their independent internet use grows. Building this kind of digital literacy early supports students to make more informed choices online, both now and as they move into more independent digital environments.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Students learn to question how online information is presented before accepting it.
Digital literacy Students build understanding of how search results, feeds and AI tools can shape content.
Online safety awareness Students consider how digital footprints and online behaviour connect to safety.
Respectful communication Students practise thoughtful, respectful language when discussing online content.
Decision making Students practise simple checks before accepting or sharing information.
Self awareness Students reflect on their own online habits and how they respond to information.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind students not to name specific apps, accounts or classmates during discussion
Frame examples around general online content rather than personal browsing history
Make clear that the lesson is about building thinking skills, not judging technology use
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use general examples such as search results, feeds or sponsored content rather than specific platforms unless students raise them
Give students time to discuss and ask questions rather than moving quickly through content
Reinforce that questioning online information is a normal, useful skill rather than a sign of distrust
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep discussion focused on scenarios and general examples rather than personal disclosures
Encourage students to use general examples rather than naming specific people or accounts
Remind students they can seek support from a trusted adult if something online makes them feel unsafe
Adaptation options
Extend discussion time for classes with strong existing digital literacy knowledge
Simplify examples for classes with less prior exposure to search engines or social media
Pair students for discussion if independent reflection feels too open ended
