www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL WP3 Development of Training Materials – Learning Content for Students, Senior Adults and Teachers Accompanying Material for Modules: Lesson Plans, Handouts with Interactive Activities & Suggestions for Online Activities-Missions
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Table of Contents MODULES FOR STUDENTS Module 1: Screen on and Screen off Time 3 Module 2: Online Kindness and Cyber Empathy 20 Module 3: Building a Healthy Digital Identity 29 MODULES FOR SENIOR LEARNERS Module 4: Smartphones and Social Media Made Simple 43 Module 5: Staying Safe online 51 Module 6: Intergenerational Digital Storytelling 61 MODULES FOR TEACHERS Module 7: Facilitating Intergenerational Learning 70 Module 8: Digital Wellbeing in the Classroom 79 Module 9: Project Design and Evaluation 90
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Module 1 Screen on and Screen off Time
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 1 Lesson Plan Target Audience: Primary & Early Secondary Students Duration: 90 Minutes Framework: Digital Harmony Project I. Learning Objectives By the end of this session, students will be able to: 1. Recognize the impact of screen habits: Identify at least three physical and three emotional effects of excessive screen time on well-being. 2. Categorize types of screen time: Distinguish between constructive screen use (educational, creative, meaningful social connection) and passive or habitual consumption. 3. Apply the concept of "Digital Nutrition»: Evaluate personal screen activities as "nutritious" (energizing) or "empty calories" (draining) and make informed choices. 4. Practice emotional regulation strategies: Demonstrate at least two practical tools (mindful breaks, breathing exercises, screen-off routines) to manage digital stress. 5. Create a personal Screen Balance Pledge:Formulate 3-5 specific commitments for healthier, more intentional screen habits. II. Lesson Schedule Time Unit/Topic Activity Type 0-15 min The Hook: When Screens Take Over Introductory (Group) 15-30 min Mapping Screen Time Types Main Activity 1 (Interactive Pairs) 30-50 min The Digital Nutrition Kitchen Main Activity 2 (Interactive Group) 50-70 min The Screen-Off Toolbox Main Activity 3 (Self-paced/Individual) 70-85 min My Screen Balance Pledge Main Activity 4 (Creative/Interactive) 85-90 min Reflection & Checkout Closure/Evaluation
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL III. Unit Descriptions & Activities 1. Introductory Activity: When Screens Take Over (15 min) Description: Setting the tone for a safe, non-judgmental space. The teacher introduces the concept that screen time affects our bodies, emotions, and relationships—and that awareness is the first step toward balance. Activity: "Think of a Time" Reflection • Teacher Introduction (3 min): • Welcome students and establish classroom norms: "This is a safe space for honest reflection. There are no 'right' or 'wrong' answers. We're here to understand ourselves better, not to judge." • Briefly share a relatable personal example: "Sometimes I notice that after scrolling on my phone for too long, my eyes feel tired and I feel a bit grumpy. Has anyone ever felt something like that?" • Individual Reflection (4 min): • Teacher reads aloud: "Think about a time when screen use left you feeling tired, stressed, or disconnected. How did it affect your body? Your mood? Your relationships?" • Students write or draw ONE word or image representing how they felt on a sticky note (or digital board). • Interactive Element (8 min): • Students place their sticky notes on a shared board, grouping similar feelings. • Teacher facilitates brief discussion: "What patterns do we notice? Are there common feelings?" • Introduce the key insight: "Screen time isn't 'good' or 'bad'—but without awareness, it can affect us in ways we don't even notice. Today, we'll learn how to recognize these effects and build healthier habits." Materials: Sticky notes (or digital collaboration tool), marker, display board. 2. Main Activity 1: Mapping Screen Time Types (15 min) Description: Understanding that screen time is not one-size-fits-all. Students learn to recognize different types of screen use and their distinct characteristics and consequences. Activity: The Screen Time Sort • Introduction (3 min): Present the six types of screen time from the module: ✓ Educational– Learning-focused, develops skills or knowledge
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL ✓ Creative/Interactive– Encourages creation, problem-solving, or collaboration ✓ Social/Communication– Connecting with peers or family meaningfully ✓ Passive Consumption– Watching or scrolling without engagement ✓ Gaming– Recreational digital play, solo or multiplayer ✓ Habitual/Reflexive– Device use triggered by boredom or notifications • Pair Work (8 min): ✓ Students work in pairs with scenario cards (or a worksheet). ✓ Task: Match each scenario to its screen time type. Example Scenarios: Scenario Type Spending 2 hours watching random videos on autoplay without choosing them Using a language learning app to practice vocabulary Video calling grandparents to share about your week Picking up your phone every few minutes to check notifications Creating a digital artwork for a school project Playing an online game with friends on Saturday • Group Discussion (4 min): ✓ Review answers together. ✓ Discuss: "Which types of screen time do you think leave you feeling energized? Which ones might leave you feeling drained?" ✓ Key insight: "Recognizing what TYPE of screen time we're engaging in helps us make more intentional choices." Materials: Scenario cards or worksheet, whiteboard for recording answers. 3. Main Activity 2: The Digital Nutrition Kitchen (20 min) Description: Using the metaphor of food and nutrition to help students evaluate the quality of their digital consumption. Just as some foods nourish our bodies while others are "empty calories," some screen activities energize our minds while others drain us. Activity: Nutritious vs. Empty Calories Sorting • Introduction (4 min): ✓ Introduce the concept: "Imagine your screen time is like food. Some activities are like vegetables and fruits—they give you energy, help you grow, and leave you
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL feeling good. Others are like candy and chips—they might feel fun in the moment, but too much leaves you tired and empty." ✓ Present the framework: Nutritious Digital Activities: Learning, creating, connecting meaningfully, solving problems Empty Calorie Activities: Endless scrolling, autoplay videos, habitual checking, passive consumption • Small Group Activity (10 min): ✓ Divide students into groups of 3-4. ✓ Each group receives a set of activity cards representing various screen activities. ✓ Task: Sort the cards into "Nutritious" or "Empty Calories" categories. ✓ Discuss within groups: "Why did you put this activity in this category? How does it make you feel afterward?" • Example Activity Cards: ✓ Watching a documentary about something you're curious about ✓ Scrolling through social media for an hour without a purpose ✓ Creating a video or digital artwork ✓ Playing the same simple game repeatedly out of boredom ✓ Researching a topic for a school project ✓ Watching videos until late because you can't stop clicking "next" ✓ Video chatting with a friend to plan an activity together ✓ Checking notifications every 5 minutes during homework • Sharing & Discussion (6 min): ✓ Groups share their sorting and reasoning. ✓ Teacher facilitates: "Did any activities feel tricky to categorize? Why?" ✓ Key insight: "The same activity can be 'nutritious' or 'empty calories' depending on HOW and WHY we use it. Watching videos to learn something new is different from watching videos because we can't stop." ✓ Reflection prompt: "Which digital activities make YOU feel your best—and which leave you feeling drained?" Materials: Activity cards (printed or digital), sorting mats or boards, markers. 4. Main Activity 3: The Screen-Off Toolbox (20 min) Description: Building emotional regulation skills around screen use. Students learn that emotions often trigger screen habits and practice strategies for managing digital stress. Activity: My Cooling-Off Toolbox • Introduction (5 min): ✓ Discuss the emotion-screen connection: "When we feel bored, stressed, anxious, or overwhelmed, many of us reach for screens as a quick escape. But this can create a cycle—we scroll to feel better, but often end up feeling worse."
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL ✓ Share relatable scenarios: "I kept watching videos after school because I felt bored, but then I got tired and grumpy." "I kept scrolling late at night because I felt stressed, and now I'm exhausted today." ✓ Ask: "Has anyone experienced something like this?" • Tool Presentation (5 min): ✓ Present the "Screen-Off Toolbox" with practical strategies: Tool Description The 5-Breath Reset Take 5 slow, deep breaths before and after using screens The Movement Break Stand up, stretch, or walk every 30 minutes The Feelings Journal Write how you feel before and after screen activities The Talk-It-Out Share feelings with a trusted adult or friend The Timer Trick Set a timer before you start so you don't lose track The Digital Sunset Stop all screens 30-60 minutes before bedtime • Individual Reflection (5 min): ✓ Students choose their TOP 2 tools from the toolbox. ✓ Write in their worksheet: "Why did I choose these tools? When would I use them?" ✓ Optional: Brief guided breathing exercise (2 minutes) to experience one tool firsthand. • Pair Share (5 min): ✓ Students share their chosen tools with a partner. ✓ Discussion prompts: o "Why do you think this strategy would help you?" o "What situations would be good times to use it?" o "How could you remember to use this strategy when you need it?" Materials: Toolbox worksheet, timer (for breathing exercise), calming background music (optional). 5. Main Activity 4: My Screen Balance Pledge (15 min) Description: Transitioning from awareness to action. Students create personal commitments for healthier, more intentional screen habits. Activity: The Screen Balance Pledge • Introduction (1 min):
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL ✓ Explain: "Now that we understand how screens affect us and have tools to help, it's time to make a personal plan. A pledge is a promise to yourself—not about being perfect, but about being intentional." • Individual Creation (7 min): ✓ Students create their personal Screen Balance Pledge with 3-5 specific promises. ✓ Encourage them to think about: o Balance: How will I mix screen time with other activities? o Boundaries: When/where will I NOT use screens? o Breaks: How will I take pauses during screen time? o Awareness: How will I check in with myself? o Connection : How will I protect face-to-face relationships? • Creative Element (8 min): • Students design their pledge as a mini-poster, infographic, or decorated card. • Option: Create a simple illustration or border to make it personal and memorable. • Encourage students to display their pledge somewhere visible (desk, bedroom mirror, phone wallpaper). Materials: Pledge worksheet/cards, colored pencils/markers, decorating supplies. IV. Evaluation & Closure (5 min) Closure Activity: The Ripple Effect Format: Students sit in a circle (or remain at desks for larger classes). Activity: • Each student completes the sentence: "This week, I will..." sharing ONE specific action they will take to promote screen balance. • Examples: "This week, I will put my phone in another room before bed." / "This week, I will take a breathing break when I feel like scrolling." Key Message: • Teacher concludes: "Remember, screen balance isn't about being perfect or giving up technology. It's about being MINDFUL—noticing how screens affect you and making choices that support your health, happiness, and relationships. Small changes add up to big results. You've got this!" Formative Evaluation
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL During the Lesson: • Observation during pair/group work: Are students actively participating? Can they distinguish between screen time types? • Listening during discussions: Are students connecting screen use to physical and emotional effects? • Review of pledge quality: Are commitments specific, realistic, and personal? Exit Ticket: Students answer on a slip of paper or digitally: 1. "Name ONE type of screen time that is usually 'nutritious' and ONE that is usually 'empty calories.'" 2. "What is ONE screen-off strategy you will try this week?" 3. "Complete this sentence: 'I learned that screen time affects me by...'"
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 1 Handout with Digital Harmony Interactive Activities Name: ___________________________ Date: ___________________________ Activity 1: The Screen Time Detective Goal: identify and categorize different types of screen time. Time: 15 minutes The Challenge: Read the scenarios below. Use your "Detective Skills" to write the correct type of screen time next to each one. Choices: Educational, Creative/Interactive , Social/Communication, Passive Consumption, Gaming, Habitual/Reflexive Scenario Your Answer Scenario 1: You spend 45 minutes watching random videos on autoplay without really choosing them. _ Scenario 2: You use a coding app to create your own simple game for a school project. Scenario 3: You pick up your phone every few minutes to check if anyone liked your post, even though you just checked. Scenario 4: You video call your grandparents who live in another city to tell them about your week. Scenario 5: You use a language-learning app to practice vocabulary for 20 minutes. Scenario 6:You play an online multiplayer game with your friends on a Saturday afternoon Reflection Corner: Which type of screen time do YOU spend the most time on? Is this type helping you grow, or could you make a different choice sometimes?
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Activity 2: The Digital Nutrition Menu Goal: Learn to distinguish between "nutritious" digital activities and "empty calories." Time: 20 minutes The Concept: Just like food, some screen activities give us energy and help us grow, while others leave us feeling tired and empty. Let's build your Digital Nutrition Menu! Part A: Sort the Activities Put each activity in the correct column by writing the letter: Activities to Sort A. Watching a documentary about something you're curious about B. Scrolling through social media for an hour without a purpose C. Creating a digital artwork or editing a video D. Playing the same simple game repeatedly out of boredom E. Researching a topic for a school project F. Watching videos until 2am because you can't stop clicking "next" G. Video chatting with a friend to plan a weekend activity H. Checking notifications every 5 minutes during homework Nutritious Digital Activities (energizing, purposeful) Empty Calorie Activities (draining, mindless) _ Part B: My Digital Diet Plan Think about yesterday. What did your "digital diet" look like? One "nutritious" activity I did: How did it make me feel afterward? One "empty calorie" activity I did: How did it make me feel afterward? One change I could make to improve my digital diet:
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Activity 3: My Screen Balance Toolbox Goal: Learn to regulate emotions and manage screen-related stress. Time: 20 minutes The Situation: Sometimes we feel overwhelmed, tired, anxious, or stressed because of our screen habits. Having a "toolbox" of strategies helps us feel better! Part A: The Screen-Off Strategy Challenge When you feel DRAINED (tired, stressed, overwhelmed) from too much screen time, which "Cooling Tool" works best for you? Circle your TOP 2 favorites and explain why. Tool Description A. The 5-Breath Reset Take 5 slow, deep breaths before and after using screens B. The Movement Break Stand up, stretch, or take a short walk every 30 minutes C. The Feelings Journal Write down how you feel before and after screen activities D. The Talk-It-Out Share your feelings with a trusted adult, friend, or family member E. The Timer Trick Set a timer before you start so you don't lose track of time F. The Digital Sunset Stop all screens 30-60 minutes before bedtime Why did you choose these two? Tool ___: ________________________________________________________________________ Tool ___: ________________________________________________________________________ Part B: Scenario Response Read this situation: "I kept watching videos after school because I felt bored. Three hours later, my eyes hurt, I missed dinner, and I felt grumpy. My homework isn't done and now I'm stressed." What warning signs appeared that the student ignored? Which tool(s) from the toolbox could have helped? How? What could this student do DIFFERENTLY next time they feel bored after school?
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Activity 4: The Gaming & Screen Habit Check-Up Goal:Develop critical thinking about personal screen and gaming habits. Time:20 minutes The Challenge:Be honest with yourself! This is a private check-up to help YOU understand your habits better. There are no wrong answers—only honest ones. Part A: Quick Self-Assessment Read each statement and check the box that fits you best: Statement Never Sometimes Often Always I can stop using screens when I need to without feeling very upset. ☐ ☐ ☐ ☐ I lose track of time when I'm on my device. ☐ ☐ ☐ ☐ Screen time affects my sleep (staying up late, trouble falling asleep). ☐ ☐ ☐ ☐ I feel anxious or irritable when I can't use my device. ☐ ☐ ☐ ☐ I choose screens over spending time with friends or family in person. ☐ ☐ ☐ ☐ I feel satisfied and energized after my screen time. ☐ ☐ ☐ ☐ I have hobbies and activities I enjoy that don't involve screens. ☐ ☐ ☐ ☐ Part B: The "Gut-Check" Questions Think about your most-used app or game. Answer honestly: 1. Why do I usually start using it? ☐ I am bored ☐ I am stressed and want to escape ☐ it’s just a habit—I don't even think about it ☐ I have a specific purpose (learning, creating, connecting) ☐ My friends are using it 2. How do I usually feel AFTER using it for a long time? ☐ Energized and happy ☐ Relaxed and satisfied ☐ Tired but okay ☐ Drained and wish I'd done something else ☐ Stressed or anxious
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL 3. If I could not use screens for one whole day, I would feel: 4. One offline activity that makes me feel as good (or better) than screen time: Part C: Healthy vs. Problematic Habits Read these two descriptions. Which one sounds more like YOU? Be honest! Healthy Habits Warning Signs Gaming/screens is ONE of several activities I enjoy I've lost interest in activities I used to like I can stop when asked without major frustration I get very angry or upset when I have to stop My sleep, homework, and friendships are fine My grades, sleep, or relationships are suffering I feel good after screen time I often feel guilty or like I wasted time I think my habits are mostly: ☐ Healthy ☐ Somewhere in between ☐ Need some work One small change I could make this week: Activity 5: My Screen Balance Pledge Goal:Make a personal commitment to healthy, balanced screen habits. Time:15 minutes Part A: My 5 Promises Complete each promise in your own words: 1. BOUNDARIES:I will stop using screens at least ___ minutes before bedtime because... 2. BREAKS:When I use screens, I will take a break every ___ minutes by... 3. AWARENESS: Before I pick up my device, I will ask myself... 5. CONNECTION: I will protect my face-to-face relationships by... Part B: My Digital Wellness Goal This week, my ONE specific goal for healthier screen habits is: I will know I succeeded when: Signature of a Screen Balance Champion: I commit to building healthier digital habits that support my well-being, my relationships, and my goals. Signed:_________________________________ Date:_________________________________ Witnessed by (optional—a friend, classmate, or teacher):_________________________________ Signature of a Great Digital Harmony Citizen: _______________________________________
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 1 Online Digital Harmony Missions Mission 1: The "Screen Weather" Check-In Topic: Emotional Regulation (How do you feel right now?) Topic: Self-Monitoring (How does screen time affect you?) The Task: For the next 3 days, you are the scientist of your own body and mind. What to do: Every time you finish using a screen (phone, tablet, computer, TV, gaming console), open a notebook or document. Write down: ✓ The app or activity you used ✓ How long you used it ✓ Your "Body Weather" and "Mood Weather" afterward: Sunny Cloudy Stormy Energized, happy, eyes feel fine A bit tired, "meh," unfocused Exhausted, grumpy, eyes hurt, headache The Reflection: At the end of Day 3, look at your log. Which activities left you "Sunny"? Which ones turned you "Stormy"? Can you spend 15 minutes less in the "Stormy" zones tomorrow and replace it with something that keeps you "Sunny"? Mission 2: The Digital Nutrition Detective Topic: Digital Nutrition (Feed your mind wisely!) The Task: discover which of your screen habits are "brain food" and which are "empty calories. What to do: For 3 days, sort EVERY screen activity you do into one of these categories: Nutritious Empty Calories Learning something new Scrolling without purpose Creating something (art, videos, writing) Watching autoplay videos endlessly Connecting meaningfully with someone Checking notifications out of habit Solving problems or building skills Playing games just because you're bored At the end of each day, count how many activities fell into each category. The Reflection: Look at your 3-day results. ✓ What is your "Nutritious to Empty Calories" ratio?
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL ✓ Which "Empty Calorie" habit could you reduce by just 10 minutes tomorrow? ✓ Which "Nutritious" activity could you do more of? Write one swap you will try: "Instead of _______, I'll _______." Mission 3: The Screen-Off Experiment Topic: Emotional Regulation (Unplug to recharge!) The Task: Test what happens to your body, mood, and sleep when you create screen-free moments. What to do: Choose ONE of these challenges and try it for 5 days: Challenge A - The Digital Sunset Stop ALL screens at least 30 minutes before bedtime. Do something calm instead (read, draw, stretch, talk to family). Challenge B - The Break Master Every 30 minutes of screen time, take a 5-minute screen-free break (walk, stretch, look out the window, breathe deeply). Challenge C - The Present Meal Keep all devices away during at least one meal each day. Focus on your food and the people around you. Track each day: ✓ Did I complete the challenge? How did I feel? The Reflection: After 5 days, answer: Which day was hardest? Which was easiest? What changes did you notice in your sleep, mood, or energy? Will you keep this habit? Why or why not? Mission 4: The Connection Quest Topic: Face-to-Face Connection (Real presence matters!) The Task: Discover the difference between screen connection and in-person connection. What to do: Complete these 3 mini-quests over the next week: Quest A - The Device-Free Conversation Have a 10-minute conversation with a family member or friend with NO phones visible. Put them in another room. Really, listen and ask questions. Quest B - The Memory Interview Ask a parent, grandparent, or older relative to tell you a story from their life—something funny, important, or surprising. Listen without checking any device. Write down one thing you learned. Quest C - The Presence Check Notice 3 times when you (or someone else) reaches for a phone during a conversation or shared activity. What happened to the connection in that moment?
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL The Reflection: After completing all 3 quests, answer: How did device-free conversations feel different? What did you notice that you might have missed if you were looking at a screen? What's one thing you want to do differently with the people you care about? Mission 5: My Screen Balance Code Topic: Personal Commitment (Design your digital life!) The Task: Create your personal "Screen Balance Code"—your own rules for a healthier relationship with technology. What to do: Look back at your missions. Think about what you learned about yourself. Then create your personal code: Step 1: Identify your patterns One screen habit that HELPS me: _______ One screen habit I want to CHANGE: _______ My biggest challenge with screens is: _______ Step 2: Write your 3 "I will..." promises These should fit YOUR life and address YOUR challenges. Example: "I will stop screens 30 minutes before bed." Example: "I will take a break every hour when gaming." Example: "I will put my phone away during family meals." Step 3: Make it visible Write your Screen Balance Code on paper and put it somewhere you'll see it every day (near your desk, on your mirror, or as a phone wallpaper). The Reflection: Why did you choose these specific promises? Which one will be the hardest to keep? Who can help you stay accountable? Check back in one week—how are you doing with your code?
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Mission Success Checklist My Digital Harmony: Mission Success Checklist Name: ___________________________________________ Goal: Complete all 5 missions to become a Guardian of Digital Harmony. Status Mission Name What I Need to Do My Reflection ☐ 1. Screen Weather Check-In Track my "Body Weather" and "Mood Weather" (Sunny, Cloudy, Stormy) after screen use for 3 days. One activity that makes me "Stormy" is: ☐ 2. Digital Nutrition Detective Sort my screen activities into "Nutritious" or "Empty Calories" for 3 days. One swap I will make: Instead of _____________, I'll _____________. ☐ 3. Screen-Off Experiment Complete one screen-off challenge (Digital Sunset, Break Master, or Present Meal) for 5 days. The biggest change I noticed was: ☐ 4. Connection Quest Complete all 3 quests: Device-Free Conversation, Memory Interview, and Presence Check. Something I noticed about real connection: ☐ 5. Screen Balance Code Write my 3 personal "I will..." promises and display them where I can see them. My most important promise is: How to Use This Checklist: 1. Check the Box: Tick the box on the left (☐) as soon as you finish a mission. 2. Fill the Blank: Write a very short thought in the "My Reflection" column. 3. Final Step: Once all 5 boxes are ticked, show this to your teacher or a parent to celebrate your new Digital Superpowers! Remember: "Screen balance isn't about being perfect or giving up technology—it's about being MINDFUL. Some days you will feel 'Sunny' and balanced; other days you might slip into 'Stormy' habits. That is completely normal! The important thing is to notice how screens affect you, learn from your patterns, and keep trying. Your screens should work FOR you, not control you. Small changes add up to big results. You've got this, Screen Balance Guardian!"
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Module 2 Online Kindness and Cyber Empathy
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 2 Lesson Plan Target Audience: Primary & Early Secondary Students Duration: 90 Minutes Framework: Digital Harmony Project I. Learning Objectives By the end of this session, students will be able to: 1. Identify at least three types of cyberbullying (e.g., flaming, exclusion, outing). 2. Demonstrate empathetic de-escalation strategies using "Pause and Reflect." 3. Apply emotional regulation techniques (mindfulness/journaling) to online stress. 4. Formulate a personal "Digital Kindness Pledge." II. Lesson Schedule (90 Minutes) Time Unit/Topic Activity Type 0-15m The Hook: The Weight of Words Introductory (Group) 1530m Mapping Online Harm Main Activity 1 (Interactive) 3050m Empathy in Action: Role-Play Main Activity 2 (Interactive Group) 5070m The "Pause": Emotional Regulation Main Activity 3 (Selfpaced/Individual) 7085m The Digital Harmony Pledge Main Activity 4 (Interactive) 8590m Reflection & Checkout Closure/Evaluation III. Unit Descriptions & Activities 1. Introductory Activity: The Weight of Words (15 min) ● Description: Setting the tone for a safe space. Teachers introduce the concept that online actions have "Offline Weight."
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL ● Activity: "Think of a Time" Prompt. * Teacher reads aloud: "Think about a time someone was treated unfairly online. How would it feel to be them?" o Students jot down one word on a sticky note (or digital board) representing that feeling. o Interactive Element: Group the words to visualize the "Emotional Impact" mentioned in Section 2.2. 2. Main Activity 1: Decoding the Screen (15 min) ● Description: Understanding types of cyberbullying. ● Activity: The Cyberbullying Sort. * Using the table from Section 2.2, students work in pairs to match "Scenarios" to "Types" (Flaming, Denigration, etc.). o Example: "Excluding someone from an online gaming group" $\rightarrow$ Exclusion. ● Goal: To help students recognize harm even when it's "subtle." 3. Main Activity 2: Role-Playing Responsibility (20 min) ● Description: Practicing response strategies for cyberbullying and online humor. ● Activity: Scenario Swap. * Students act out the "Meme Scenario" from Section 2.6. o Roles: The Sharer, The Target, and The Bystander. o The Twist: They must play the scene twice—once where it escalates, and once where the Bystander uses "Empathetic Language" (e.g., "I understand why you feel upset, let’s talk about what we can do next"). 4. Main Activity 3: The Cooling-Off Station (20 min) ● Description: Managing online stress through self-regulation. ● Activity: The Digital Empathy Diary & Mindfulness. o Self-based: Students start their first "Digital Empathy Diary" entry (from Section 2.6). o Instruction: Teacher leads a 2-minute "Deep Breathing" exercise (Section 2.4). o Reflection: Students write down which strategy (Breathing, Screen Break, or Journaling) they feel most comfortable using. 5. Main Activity 4: Our Digital Footprint (15 min) ● Description: Transitioning from "not doing harm" to "actively doing good." ● Activity: The Digital Kindness Pledge.
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL o Students create 3 personal pledges (e.g., "I will pause before posting," "I will support peers who feel excluded"). o Interactive Element: Pledges are designed as "Creative Visuals" (Posters or Infographics) to be displayed in the classroom or virtual space. IV. Evaluation & Closure (5 min) ● Closure Activity: The Ripple Effect. o Students sit in a circle. Each student shares one action they will take in the next week to promote Digital Harmony. ● Formative Evaluation: * The teacher observes during Role-Play: Are students using active listening? o Exit Ticket: Students must answer: "What is one way to tell if a joke has crossed the line into cyberbullying?"
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 2 Handbook with Digital Harmony Interactive Activities Name: ___________________________ Date: ___________________________ Activity 1: The Detective’s Sorting Room Goal: Identify different "Digital Shadows" (Cyberbullying). The Challenge: Read the scenarios below. Use your "Detective Tools" to write the correct type of behavior next to each one. • Choices: Exclusion, Flaming, Outing, Harassment. 1. Scenario: Someone shares a private, embarrassing drawing you made without asking you first. o Your Answer: _______________________________________ 2. Scenario: You are purposely blocked or left out of the class group chat so you can’t see the homework help. o Your Answer: _______________________________________ 3. Scenario: Two people are typing angry, mean insults at each other in a game lobby. o Your Answer: _______________________________________ Activity 2: The "Heart-Glasses" Challenge Goal: Practice empathy and supportive responses. The Situation: A classmate posts: "I worked so hard on my project and I still didn't do well. I feel like quitting." The Challenge: Don't just "like" it. Can you write two different kind responses? 1. A public comment to cheer them up: __________________________________________________________________________ 2. A private message to show you're there for them: __________________________________________________________________________
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Activity 3: My Cooling Toolbox Goal: Learn to regulate your "Internal Weather." The Challenge: When you feel Stormy (angry/anxious) online, which "Cooling Tool" works best for you? Draw a circle around your favorite one and explain why. • A. The 4-Second Deep Breath. • B. The 15-Minute Screen Break. • C. The "Talk-it-Out" with an adult. • D. Writing my feelings in a journal. Why did you choose this one? __________________________________________________________________________ Activity 4: The Meme "Gut-Check" Goal: Critical thinking before sharing. The Challenge: Imagine you see a "funny" meme of a student who tripped in the cafeteria. Everyone is sharing it. Ask yourself these three questions: 1. Would I want to be the person in this photo? Yes / No 2. Is this meme helping or hurting our community? Helping / Hurting 3. What is the Kindness Ninja move here? (Check one): o [ ] Share it with my best friend only. o [ ] Delete it and don't reply. o [ ] Privately tell the sender it might be hurtful. Activity 5: My Digital Harmony Pledge Goal: Make your personal commitment to Digital Citizenship. The Challenge: Write down your 3 promises. These are your rules for whenever you pick up a device. 1. I will __________________________________________________________________ 2. I will __________________________________________________________________ 3. I will __________________________________________________________________ Signature of a Great Digital Harmony Citizen: _______________________________________
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 2 Online Digital Harmony Missions Mission 1: The "Online Weather" Check-In Topic: Emotional Regulation (How do you feel right now?) The Task: For the next 3 days, you are the scientist of your own brain. • What to do: Every time you finish using an app or a game, open a blank document or grab a notebook. Write down the name of the app and your "Internal Weather." o Sunny: You feel happy and energized. o Cloudy: You feel a bit "meh," bored, or lonely. o Stormy: You feel angry, jealous, or stressed. • The Reflection: At the end of Day 3, look at your list. Which digital spaces keep you Sunny, and which ones turn you Stormy? Can you choose to spend 10 minutes less in the "Stormy" zones tomorrow? Mission 2: The "Pause & Play" Challenge Topic: Empathy & Response (Wait before you type!) The Task: Practice your "Internal Pause Button." • What to do: Today, whenever you feel a strong emotion online (like wanting to type a mean comeback or a "funny" but hurtful joke), you must Pause. • The Reflection: Count to 10 slowly. While you count, ask yourself: "Does this message represent who I want to be?" * Your Result: In your self-paced log, write down one time you successfully "Paused." What did you choose to do instead of hitting send? (Did you delete it? Change the words? Walk away?) Mission 3: The "Invisible Gift" (Kindness Ninja) Topic: Online Kindness (The Ripple Effect) The Task: Use your words to lift someone else up without them expecting it. • What to do: Find 3 different people online today (friends, classmates, or creators you like). Leave a "Harmony Comment" for each. • The Rules: Your comment must be True, Specific, and Positive. (Instead of just "Cool," try "I really liked the colors you used in this drawing!"). • The Reflection: Note down how it felt when they replied. Did your "Internal Weather" get sunnier because you were kind?
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Mission 4: The Digital Detective Case Topic: Identifying Cyberbullying (Truth vs. Shadow) The Task: Spot the difference between a joke and a "Digital Shadow." • What to do: Read these three quick scenarios and decide: Is it Cyberbullying? 1. Scenario A: A group chat is renamed "The No-[Name] Club" to exclude one specific classmate. 2. Scenario B: A friend sends you a meme of a cat falling over. 3. Scenario C: Someone posts a private, embarrassing photo of a peer without asking. • The Reflection: For each "Shadow" (A and C), write down one sentence you could say to a teacher or a trusted adult to report it. Why is it important to speak up for others? Mission 5: The Harmony Code (My Pledge) Topic: Digital Citizenship (Your Future Identity) The Task: Create your own "Online Rules of Honor." • What to do: Look back at your missions. What kind of Digital Citizen do you want to be? • The Challenge: Write 3 simple promises to yourself starting with "I will..." o Example: "I will check if a story is true before I share it." o Example: "I will take a screen break if I feel 'Stormy'." • The Final Step: Save this pledge as your phone or tablet wallpaper, or write it on a post-it note. This is your personal map to Digital Harmony!
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Mission Success Checklist My Digital Harmony: Mission Success Checklist Name: ___________________________________________ Goal: Complete all 5 missions to become a Guardian of Digital Harmony. Status Mission Name What I Need to Do My Reflection ☐ 1. Online Weather Track my "Internal Weather" (Sunny, Cloudy, Stormy) for 3 days. One app that makes me "Stormy" is: ☐ 2. Pause & Play Use my "Internal Pause Button" at least once when I feel angry. Instead of typing, I chose to: ☐ 3. Kindness Ninja Send 3 "Harmony Messages" (True, Specific, and Positive). The best reply I got back was: ☐ 4. Digital Detective Correctly identify the "Digital Shadows" in the 3 scenarios. Reporting is important because: ☐ 5. The Harmony Code Write my 3 "I will..." promises and keep them near my screen. My 1 promise to myself is: How to Use This Checklist: 1. Check the Box: Tick the box on the left (☐) as soon as you finish a mission. 2. Fill the Blank: Write a very short thought in the "My Reflection" column. 3. Final Step: Once all 5 boxes are ticked, show this to your teacher or a parent to celebrate your new Digital Superpowers! Remember, Digital Harmony isn't about being perfect—it's about being mindful. If you have a 'Stormy' day, just use your tools and try again tomorrow. You’ve got this!"
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Module 3 Building a Healthy Digital Identity
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL Digital Harmony WP3 – Module 3 Lesson Plan Target Audience: Primary & Early Secondary Students Duration: 90 Minutes Framework: Digital Harmony Project I. Learning Objectives By the end of this session, students will be able to: 1. Define digital identity and describe at least three things that shape it (posts, messages, photos, likes, usernames). 2. Identify 2–3 personal digital values and explain how values guide online behaviour. 3. Recognise the difference between curated content and real life and describe how this affects feelings and self-image. 4. Apply basic privacy and safety strategies (safe sharing, consent, private information, privacy settings). 5. Use a simple checklist to decide what to do when AI-generated information feels confusing or unreliable. 6. Create a short personal Digital Identity Pledge to support a healthier and kinder online presence. II. Lesson Schedule (90 Minutes) Time Unit/Topic Activity Type 0–10 min The Hook: 'My Online Picture' Introductory (Group + Individual) 10–25 min Topic 1: What is Digital Identity? Main Activity 1 (Interactive) 25–45 min Topic 2: Digital Values – Who Do You Want to Be Online? Main Activity 2 (Group) 45–60 min Topic 3: Online Privacy & Safe Sharing Main Activity 3 (Interactive + Pair Work) 60–75 min Topic 4: Curated Content vs. Real Life Main Activity 4 (Reflective) 75–85 min Topic 5: AI Safety – Trust, Check, and Ask Main Activity 5 (Interactive) 85–90 min Closure: The Digital Identity Pledge + Exit Ticket Closure/Evaluation
www.digital-harmony.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number: 101195789 — ERASMUS-EDU-2024-POL-EXP-DIGITAL III. Unit Descriptions & Activities 1. Introductory Activity: My Online Picture (10 min) ● Description: Students begin by recognising that everything they do online creates a 'picture' of who they are. The teacher sets a safe, respectful tone and introduces the idea of digital identity. ● Activity: Quick Draw / Quick List o Primary: Students draw a simple character that represents them online (avatar). Around it, they add small icons/words: games, emojis, hobbies, favourite videos. o Secondary: Students list the main online spaces they use (games, chats, apps, school platforms). Next to each one, they write one word describing how they act there (funny, quiet, helpful, loud, creative). o Mini-Share: Students share one item they feel proud of, and one item they want to think more carefully about. 2. Main Activity 1: Digital Identity Iceberg (15 min) ● Description: Students explore what makes up a digital identity, including visible and invisible parts (posts, comments, likes, searches, data collection). ● Activity: 'Iceberg Brainstorm' o Teacher draws an iceberg on board (or uses slide). o Students suggest what goes 'above the water' (profile photo, posts) and what goes 'below the water' (search history, likes, location data). o Students work in pairs to list 3 visible and 3 invisible parts of digital identity. o Whole group shares answers. o Teacher reinforces: identity grows even when we are not posting. 3. Main Activity 2: Digital Values Poster (20 min) ● Description: Students identify which values they want to guide their online behaviour and connect these values to real digital decisions. ● Activity: 'Who Do I Want to Be Online?' o Students choose 2–3 digital values (examples: kindness, respect, honesty, curiosity, responsibility, safety). o Primary: Students create a mini poster with drawings (heart = kindness, lock = privacy, smile = respect). o Secondary: Students create a short 'values statement' explaining how each value appears in real behaviour (e.g., 'Respect means I ask before sharing a photo'). o Gallery Walk: Students walk around and view posters. They leave one positive comment or sticker on a classmate’s poster.
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