Trusting Information Online wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce online content evaluation and safe digital decision making through a structured, ready-to-teach lesson. Students learn to think critically about what they see online, recognise that not all online content is accurate or appropriate, and practise simple ways to check information before trusting or sharing it.
Online Safety, AI & Digital Literacy
Snapshot
Trusting Information Online
The lesson gives teachers a structured way to introduce online content evaluation using age-appropriate examples and guided discussion.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Evaluating online content and recognising appropriate information sources
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 not all online content is accurate, safe or appropriate
recognise signs that online content may be misleading, exaggerated or untrustworthy
recognise that some online content is designed to persuade, advertise or sell something
Understand
understand why it is important to check information before trusting or sharing it
understand that anyone can publish content online, including inaccurate or unsuitable information
Practise
practise asking simple questions to check whether online content seems trustworthy
practise deciding when to ask a trusted adult about something they see online
practise talking about online content using respectful, non judgmental language
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are beginning to use online content independently and need simple, practical language for thinking critically about it.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital literacy or media literacy sessions
pastoral care, circle time or advisory sessions
online safety and digital citizenship programs
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 learning Use when students need simple language for thinking about whether online content is trustworthy or appropriate.
Preparing students for online research tasks Use before students begin research activities that involve searching for information online.
Reinforcing digital citizenship expectations Use when revisiting class expectations for safe, thoughtful online behaviour.
Supporting a digital literacy or online safety focus Use when your school is running a broader online safety or digital wellbeing focus.
Preparing for increased independent device use Use when students are beginning to use devices, apps or websites with less adult supervision.
Creating a structured discussion about online content Use when you want a calm, teacher-led discussion about checking and questioning what students see 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 are increasingly exposed to online content through apps, websites, videos and advertisements, often without a clear way to judge whether it is accurate or appropriate. Building this skill early gives students practical language for pausing and thinking before they trust or share something they see online. This lesson supports a proactive approach to digital literacy rather than waiting for a problem to occur. Students learn that questioning online content is a normal, sensible habit rather than something to be worried about. By practising simple checking questions, students build confidence in making thoughtful digital choices and knowing when to ask a trusted adult for help.
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 whether online content seems accurate or appropriate.
Digital literacy Students build early skills for recognising misleading or unsuitable content.
Decision making Students practise pausing before trusting or sharing something online.
Help seeking Students learn when to ask a trusted adult about something they see online.
Respectful communication Students discuss online content using calm, non judgmental language.
Self awareness Students reflect on their own online habits and choices.
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 classmates, apps or personal online experiences
Frame the discussion around general examples rather than personal disclosures
Make clear that questioning online content is a sensible habit, not something to feel worried about
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 pop ups, unfamiliar websites or content that seems exaggerated
Give students time to practise checking questions aloud or in pairs
Reinforce that it is normal to feel unsure about some online content
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Encourage students to use general examples rather than naming specific people or accounts
Reinforce that asking a trusted adult about something online is a responsible choice
Keep the tone practical and curious rather than alarming
Adaptation options
Use partner discussion for confident groups
Use drawing or simple sorting activities for quieter groups
Spend more time on trusted adult pathways if students need extra support identifying who to ask
