| Resource type | Video | |
| URL | Link | |
| General objectives | | |
| Learning | There is no visible learning impact since it’s instructive. Internet safety can be learned about from this game. |
| Entertainment | For kids 4 to 6 years. 9 years of age would play it. But not above 9. |
| Ethical | Yes |
| Others | Missing culmination but the game itself does not need it for the purposes it serves. |
| Related topics/Glossary – Keywords | None | |
| Expected learning outcomes | | |
| Knowledge | There is no visible knowledge impact. It is possible to learn about Internet safety from the game. |
| Skills | Soft skills and empathy; be able to secure private information. |
| Abilities | Accuracy and work with the mouse and the keyboard. |
| Teaching methodologies/Activity outline | | |
| 1. Starting a challenge: (brainstorming problem situation. By asking the students questions, the teacher stimulates their thinking) | No. Thinking is stimulated when multiple choice questions are asked about Internet safety) |
| 2. Activation (In Class) / Explanation: (ask the students to watch the videos, read articles, etc. related to the learning outcomes) | |
| 3. Processing: (ask your students to do this experience at home or in the classroom) | |
| 4. Conclusion and evaluation reflections | |
| Information and transliteracy competencies | | |
| | Scores:
0 (none) to 5 (strong) |
| Critical Thinking | 1 |
| Creativity | 1 |
| ICT/Digital Skills | 1 |
| Collaboration | 1 |
| Information Skills | 5 |
| STEAM competencies | | |
| Creative Thinking | 1 |
| Critical Thinking | 1 |
| Mathematical Thinking | 2 (spatial orientation) |
| Scientific Thinking | 1 |
| Activity development | | |
| Description of the game use to achieve the learning goals | Funny but not effective from educational point of view. |
| Required tool(s) | |
| Instructions for students | |
| Final Comments | |
| Required settings | None | |
| Class management | | |
| Individual work | Yes |
| Team work | |
| Whole group | |
| Time management | | |
| Short activity (< 1h) | Yes |
| Medium activity (>1h;<1 day) | – |
| Long activity (> 1 day) | – |
| Sources/extra readings | None | |
