Digital life, AI, Cyber Security

AI tools can answer questions, explain ideas, brainstorm, organize information, and create content—but only when users know how to communicate clearly with them. This course introduces students to artificial intelligence while building the practical communication and critical-thinking skills needed to write effective AI prompts. Students learn how to turn a vague request into a precise instruction, add useful context, define the audience and response format, set constraints, give examples, and improve a prompt after seeing the first result. They also learn an essential part of AI literacy: AI can be wrong. Students practice checking claims, protecting private information, recognizing bias, and using AI responsibly as a tool that supports—not replaces—their own thinking. The course is highly interactive. Each class includes short demonstrations, prompt-writing challenges, comparison activities, group discussion, and hands-on revision. By the end of the program, students will be able to design and refine prompts for schoolwork, research, creative projects, planning, and problem solving. Learning Outcomes Explain in age-appropriate language what generative AI is and identify several appropriate uses. Write clear prompts that include a specific task, relevant context, audience, constraints, and desired output format. Use the CLEAR framework: Context, Limit, Explain the task, Audience, Response format. Improve an AI response by diagnosing what is missing and writing effective follow-up prompts. Distinguish between information that can be used as a starting point and information that must be independently verified. Protect personal and private information when using AI tools. Recognize basic risks involving hallucinations, bias, plagiarism, and over-reliance on AI. Use AI as a thinking partner while maintaining ownership of ideas, decisions, and final work.

Already taught in CT

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AI tools can answer questions, explain ideas, brainstorm, organize information, and create content—but only when users know how to communicate clearly with them. This course introduces students to artificial intelligence while building the practical communication and critical-thinking skills needed to write effective AI prompts. Students learn how to turn a vague request into a precise instruction, add useful context, define the audience and response format, set constraints, give examples, and improve a prompt after seeing the first result. They also learn an essential part of AI literacy: AI can be wrong. Students practice checking claims, protecting private information, recognizing bias, and using AI responsibly as a tool that supports—not replaces—their own thinking. The course is highly interactive. Each class includes short demonstrations, prompt-writing challenges, comparison activities, group discussion, and hands-on revision. By the end of the program, students will be able to design and refine prompts for schoolwork, research, creative projects, planning, and problem solving. Learning Outcomes Explain in age-appropriate language what generative AI is and identify several appropriate uses. Write clear prompts that include a specific task, relevant context, audience, constraints, and desired output format. Use the CLEAR framework: Context, Limit, Explain the task, Audience, Response format. Improve an AI response by diagnosing what is missing and writing effective follow-up prompts. Distinguish between information that can be used as a starting point and information that must be independently verified. Protect personal and private information when using AI tools. Recognize basic risks involving hallucinations, bias, plagiarism, and over-reliance on AI. Use AI as a thinking partner while maintaining ownership of ideas, decisions, and final work.

Teacher based in New Canaan, CT

$45.00 / class, per student

Program Description Pause Before You Post is a practical social media and online safety program that teaches students how to recognize manipulation, protect personal information, verify identities, respond to unsafe situations, and ask for help without fear or embarrassment. Students will learn that: • A profile photograph does not prove who is behind an account. • A familiar account may have been hacked. • A photograph, video, or voice recording may have been copied, edited, or created with artificial intelligence. • Someone may use a friend’s photograph or account to ask seemingly harmless questions. • Small pieces of information can be combined to identify a child’s school, home, schedule, family members, activities, and location. • Unsafe people do not always behave like obvious strangers. • Children should pay attention to unsafe behavior, even when the person appears to be someone they know. • Making a mistake online is never a reason to hide. Students should immediately seek help from a trusted adult. Standard Class Format • 5 minutes: Safety question or warm-up • 10 minutes: Direct instruction • 15 minutes: Teacher-led demonstration • 20 minutes: Scenario lab or role-play • 5 minutes: Class discussion • 5 minutes: Exit ticket ________________________________________ The PAUSE Safety Method Students use the same five-step process throughout the program. P — Pause Do not immediately answer, click, send, pay, meet, or react. A — Ask What does this person want from me? Are they creating urgency, fear, secrecy, guilt, excitement, or pressure? U — Use Another Way to Verify Call the person, speak to them in person, contact a parent, or use a previously known phone number. Never use the contact information provided in the suspicious message. S — Share Nothing Private Do not share passwords, verification codes, addresses, schedules, locations, school information, private photographs, family information, or information about friends. E — Exit and Explain Leave the conversation, save appropriate evidence, block or report the account, and explain what happened to a trusted adult. ________________________________________ Program Learning Objectives By the end of the program, students will be able to: 1. Explain why a photograph, video, voice, or profile is not proof of identity. 2. Recognize fake, copied, impersonated, and hacked accounts. 3. Identify personal information hidden inside ordinary conversations and photographs. 4. Verify a person through a separate communication channel. 5. Recognize phishing, fake emergencies, prizes, pressure, secrecy, and emotional manipulation. 6. Respond safely when someone requests private information or images. 7. Protect their accounts with strong passwords, multifactor authentication, and privacy settings. 8. Obtain permission before posting another person’s image or information. 9. Respond appropriately to cyberbullying, impersonation, and harmful content. 10. Report an unsafe situation and seek help without blaming themselves.

1 teacher already runs this curriculum. You can teach it too — apply with your own scope, whether that's a different grade band, a different town, or your own take on the material.

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Program Description Pause Before You Post is a practical social media and online safety program that teaches students how to recognize manipulation, protect personal information, verify identities, respond to unsafe situations, and ask for help without fear or embarrassment. Students will learn that: • A profile photograph does not prove who is behind an account. • A familiar account may have been hacked. • A photograph, video, or voice recording may have been copied, edited, or created with artificial intelligence. • Someone may use a friend’s photograph or account to ask seemingly harmless questions. • Small pieces of information can be combined to identify a child’s school, home, schedule, family members, activities, and location. • Unsafe people do not always behave like obvious strangers. • Children should pay attention to unsafe behavior, even when the person appears to be someone they know. • Making a mistake online is never a reason to hide. Students should immediately seek help from a trusted adult. Standard Class Format • 5 minutes: Safety question or warm-up • 10 minutes: Direct instruction • 15 minutes: Teacher-led demonstration • 20 minutes: Scenario lab or role-play • 5 minutes: Class discussion • 5 minutes: Exit ticket ________________________________________ The PAUSE Safety Method Students use the same five-step process throughout the program. P — Pause Do not immediately answer, click, send, pay, meet, or react. A — Ask What does this person want from me? Are they creating urgency, fear, secrecy, guilt, excitement, or pressure? U — Use Another Way to Verify Call the person, speak to them in person, contact a parent, or use a previously known phone number. Never use the contact information provided in the suspicious message. S — Share Nothing Private Do not share passwords, verification codes, addresses, schedules, locations, school information, private photographs, family information, or information about friends. E — Exit and Explain Leave the conversation, save appropriate evidence, block or report the account, and explain what happened to a trusted adult. ________________________________________ Program Learning Objectives By the end of the program, students will be able to: 1. Explain why a photograph, video, voice, or profile is not proof of identity. 2. Recognize fake, copied, impersonated, and hacked accounts. 3. Identify personal information hidden inside ordinary conversations and photographs. 4. Verify a person through a separate communication channel. 5. Recognize phishing, fake emergencies, prizes, pressure, secrecy, and emotional manipulation. 6. Respond safely when someone requests private information or images. 7. Protect their accounts with strong passwords, multifactor authentication, and privacy settings. 8. Obtain permission before posting another person’s image or information. 9. Respond appropriately to cyberbullying, impersonation, and harmful content. 10. Report an unsafe situation and seek help without blaming themselves.

⏳ Pending location — final details aren’t confirmed yet. Check back soon.

Students will learn practical cybersecurity and digital resilience skills for everyday life, including how to create stronger passwords, recognize phishing and scams, protect personal information and privacy, respond to cyberbullying, identify suspicious links and malware, understand digital footprints, navigate gaming and social media more safely, recognize AI-generated content and deepfakes, and make responsible decisions when faced with real-world digital situations. Teaching Format: Interactive, age-appropriate learning for Grades 3–8 using short lessons and stories, real-world scenarios, adaptive quizzes, games, hands-on activities, and decision-making challenges. Students progress through Explorer → Navigator → Defender stages, allowing them to learn concepts, practice them, and demonstrate stronger digital judgment rather than simply memorize cybersecurity definitions.

This Patch is a ready-made EduPatch curriculum waiting for someone to teach it.

✋ Training is available on this one. You don’t need to write a curriculum or have taught before — train online with the teacher who owns it, get certified, then run it for families in your own area. Training costs $20, one off.

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Makes online safety feel like solving mysteries

Teacher based in New Canaan, CT

This Patch is a ready-made EduPatch curriculum waiting for someone to teach it.

✋ Training is available on this one. You don’t need to write a curriculum or have taught before — train online with the teacher who owns it, get certified, then run it for families in your own area. Training is free.

Become a patcher and train on it →

Create a teacher account to claim it →