Activity 1:

By utilizing H5P for this gamified quest, students will engage in interactive, hands-on learning experiences that foster essential social skills in a fun and dynamic environment.

Introduction to Social Skills:

• Start with a discussion on the importance of social skills, such as communication, collaboration, empathy, and problem-solving.
• Explain the five key areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
• Explain that the activity will use H5P to create an engaging, gamified experience to practice these skills.

Explain the H5P Quest:

• Introduce the quest and explain that they will complete an activity designed to build social emotional learning competencies.

Reflection and Group Sharing:

• After completing the activity, hold a class reflection session.
• Encourage students to share their experiences, what they learned about themselves and how they handled different scenarios.
• Discuss the importance of each social-emotional competency and how it applies to real life.

Debrief and Recognition:

• Summarize the key takeaways from the activity.
• Recognize and celebrate achievements emphasizing the development of social-emotional skills.
• Award digital badges or certificates to each student for their participation and growth.

Assessment Criteria:

Self-Awareness: evaluate students’ ability to recognize their own emotions and reflect on their experiences.

Self-Management: assess how students handle their emotions and behaviors in various scenarios.

Social Awareness: observe students’ empathy and understanding of others’ feelings and perspectives.

Relationship Skills: evaluate teamwork, communication, and conflict resolution skills.

Responsible Decision-Making: assess students’ ability to make thoughtful and ethical decisions in social situations.

Activity 2:

By engaging in this activity, students will not only learn to recognize real versus fake tweets but also understand the broader implications of digital citizenship and the importance of responsible sharing.

Class Discussion:

• Ask students whether they have ever come across information on Twitter that they thought was authentic but later discovered to be false.
• Ask students whether they have ever shared any unverified content online. If so, why?

Introduction to Fake News and Digital Citizenship:

• Provide a brief overview of fake news, including its origins and different types such as misinformation, disinformation, and clickbait.
• Discuss the prevalence of fake news on Twitter, its new ownership, and the absence of oversight and legislation.

Activity:

• Divide students into small groups and offer them a collection of tweets and photographs.
• Ask students to identify which posts are fake and which are authentic.
• Ask students to discuss their results with the class and justify their answers

Lesson: (Strategies for Verifying Online Content)

• Can you confirm the accuracy of information against other sources?
• Check for past work and examine potential biases. Is the source reliable?
• Is this a real news outlet?
• Is the person posting the content credible? or an expert in their field?

Reflection:

Prompt questions can include:

• What were the key indicators that helped you determine the authenticity of a tweet?
• How did you feel when you discovered a tweet was fake?
• Why is it important to verify information before sharing it online?

Debrief:

• Summarize the activity, highlighting the importance of digital citizenship and responsible sharing.
• Discuss the potential consequences of spreading misinformation.

Assessment Criteria:

Critical Analysis: evaluate students’ ability to critically analyze and verify the authenticity of tweets.

Research Skills: assess students’ use of fact-checking tools and resources to cross-reference information.

Collaboration and Communication: observe how well students work in groups and communicate their findings.

Reflective Thinking: review the reflections for insights into their learning and awareness of digital citizenship.

Activity 3:

By engaging in this activity, students will have the opportunity to develop their ability to handle uncomfortable situations with confidence, enhancing their overall well-being and resilience.

Introduction to the Activity:

• Begin with a discussion about the importance of well-being and the value of being comfortable with uncomfortable situations.
• Explain that the activity will involve watching an interactive video and engaging with scenarios that present uncomfortable situations.

Overview of H5P Interactive Video:

• Introduce the H5P interactive video tool and explain how it works, including how to interact with embedded questions and scenarios.

Interactive Video:

• Play the H5P interactive video that includes a series of scenarios where characters face uncomfortable situations.
• Embed multiple-choice questions, reflective prompts, and branching scenarios within the video to encourage students to think about how they would handle each situation.

Group Discussion:

• After watching each scenario, pause the video for a group discussion.
• Encourage students to share their thoughts and feelings about the scenario.
• Discuss the different ways to handle the situation and the potential outcomes of each approach.

Reflection and Journaling:

• Provide time for students to reflect on the scenarios and their responses in their journals.

1. • Use prompts to guide their reflections:
     • How did the scenario make you feel?
     • What was your initial reaction to the situation?
     • What strategies could you use to feel more comfortable in a similar situation?

Debrief and Strategies for Comfort:

1. • Summarize the key points from the activity.
   • Discuss strategies for becoming more comfortable with uncomfortable situations, such as deep breathing, positive self-talk, and seeking support from others.
   • Emphasize the importance of resilience and adaptability.

Assessment Criteria:

Engagement with Interactive Video: evaluate students’ interaction with the video, including their responses to embedded questions and scenarios.

Participation in Discussions: assess students’ participation in group discussions and their willingness to share their thoughts and feelings.

Reflection and Self-Awareness: review students’ reflection journals for insights into their self-awareness and emotional regulation.

Application of Strategies: assess students’ understanding and application of strategies for dealing with discomfort in their reflections and discussions.