The Dangers Of Your Internet Algorithm wellbeing lesson plan
A secondary wellbeing lesson for Years 7 to 9 that helps Australian teachers introduce how personalised content and recommendation systems shape what students see online, through a structured, ready-to-teach lesson. Students learn to recognise how tailored content can narrow the range of information and opinions they encounter, understand why algorithms shape their online experience, and practise questioning and diversifying what they see online.
Online Safety, AI & Digital Literacy
Snapshot
The Dangers Of Your Internet Algorithm
This lesson gives teachers a structured way to introduce how algorithms and personalised content can shape students' online experiences. Feedback: 4.0/5 from 68 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how algorithms and tailored content shape what students see online
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 algorithms and personalised content shape what appears in their online feeds and search results
identify signs that their online experience may be narrower than they realise, such as repeated similar content or opinions
recognise the difference between content they choose to seek out and content that is recommended to them
Understand
understand why platforms use algorithms to personalise content
understand how tailored content can limit exposure to different information, opinions or perspectives
Practise
practise questioning why certain content appears in their feed
practise strategies for seeking out a wider range of information and viewpoints online
practise making informed choices about their digital habits and privacy settings
Who this lesson is for?
This lesson is designed for secondary students in Years 7 to 9 who are developing digital literacy skills and beginning to think critically about their own online habits.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
digital literacy and online safety programmes
classroom discussions about social media and internet use
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 digital literacy concepts Use when students need a structured way to understand how algorithms and personalised content work.
Building critical thinking skills Use when reinforcing that students should question and evaluate the content they see online.
Supporting online safety programmes Use to add a digital literacy angle alongside existing online safety teaching.
Reinforcing respectful online communication Use when connecting algorithm awareness to broader digital citizenship and responsible online use.
Preparing for increased independence online Use as students take on more responsibility for their own social media and internet use.
Creating structured wellbeing discussion Use when you want a calm, teacher-led discussion about digital habits and online experiences.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students spend a significant amount of time on platforms that use algorithms to decide what they see, yet many have not had the chance to think critically about how this shapes their online experience. Understanding how personalised content works is not about avoiding technology. It is about helping students build the skills to notice when their feed may be narrowing their view, question what they are seeing, and make informed choices about their digital habits. This lesson supports a more critical and confident approach to online life, helping students recognise that they can take an active role in shaping their own digital experience rather than simply accepting what is recommended to them.
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 why certain content appears in their feed.
Digital literacy Students build understanding of how algorithms and personalisation work.
Self-awareness Students reflect on their own online habits and content choices.
Information literacy Students consider how tailored content can limit exposure to different views.
Decision-making Students practise making informed choices about privacy and digital habits.
Respectful online communication Students consider how personalised content can shape discussions and opinions shared online.
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 classmates, specific influencers or share personal browsing history
Frame the discussion around general examples and scenarios rather than personal disclosures
Make clear the focus is on understanding algorithms, not judging anyone's online habits
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 feeds showing similar content over time
Encourage students to reflect on their own habits without pressure to share personal details
Keep the tone curious and practical rather than alarming
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Use scenarios rather than personal examples when discussing online experiences
Avoid asking students to speak on behalf of particular platforms, apps or groups
Direct any concerns about unsafe online experiences to a trusted adult
Adaptation options
Use small group discussion for students who are less confident speaking up
Provide written reflection options for quieter students
Spend more time on privacy settings and digital choices if students need more support
