{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Calming","equipmentList":[{"id":38265,"name":"Coloured pens or pencils","description":"","type":"general"},{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":38356,"name":"A4 paper","description":"","type":"general"},{"id":39222,"name":"Masking tape","description":"","type":"general"},{"id":38298,"name":"Sticky notes","description":"","type":"general"},{"id":0,"name":null,"description":"Copies of the Worksheet Resource","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity easier, you could go through each statement and answer questions as a whole group or make the groups bigger to offer more support.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETo make this activity harder, young people could debate either \u2018for\u2019 or \u2018against\u2019 on one of the chosen topics. \u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"Childnet\u0027s Safer Internet Day","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003EYou could have different ways for people to present their ideas, other than writing. Could they use magazines and newspapers to create a collage, draw or act?\u003C/li\u003E\n\u003Cli\u003ESome people may need large print copies of the cards, such as if they have a visual impairment. You could make the cards larger and use light coloured paper, such as white, to make them easier to read.\u003C/li\u003E\n\u003Cli\u003ERemember, not all young people will have the same experience, access or knowledge when it comes to technology. Each person\u2019s grownups may also have different rules around their young person\u2019s use of technology. Make sure to check that everyone understands what everything means and what everything is.\u003C/li\u003E\n\u003Cli\u003EThis activity might involve lots of sitting and listening. 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Online content can help us to learn something new, find out about our friends, share photos, listen to music, watch videos or play games. However, it might also make us spend money we don\u2019t need to, put pressure on ourselves, or influence us to buy something. It might also influence how we act or behave. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EThink about the keywords and topics we learned about. Did you know what they were called and that they have a name? Had anyone known what they are before today? A lot of these things are marketing techniques, which make us want to buy something or go somewhere. Did you know these techniques existed? Have you ever tried to avoid been influenced by them? \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ESometimes these things might help us. What benefits can they have? 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You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. 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Additional help to carry out your \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples can be found here. Don\u2019t forget to make sure all young people and adults involved in the activity know how to take part safely. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help if you\u2019re short on helpers. \u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EPlanning this activity\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EMake sure there\u2019s enough copies of the printed worksheets\u0026nbsp;for your group, depending on if you\u2019re working in pairs or small groups.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EUse masking tape to create a line on the floor. It will be used as a scale for people to stand on to show whether they agree or disagree, so needs to be big enough for people to stand on. You could also use cones or markers, placed at equal distances from each other.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWrite these four statements on pieces of paper and display them on the scale, placing them at equal distances: \u2018Completely disagree\u2019, \u2018Somewhat disagree\u2019, \u2018Somewhat agree\u2019 and \u2018Completely agree\u2019. \u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003ERunning the activity\u0026nbsp;\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone together and ask everyone who has accessed the internet today. What did they use it for? Do they use the internet every day and what benefits does it have?\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAsk everyone what technology and devices they own and use. People should think about what technology they have in their home, how often they use it, how it makes them feel and how it helps them. They could talk to a partner about this or some people could share their answers with the group.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETell everyone that today you\u2019re going to think about how online content influences our thoughts, emotions, and behavior.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EGive out the\u003Cstrong\u003E \u003C/strong\u003Eworksheets\u0026nbsp;and ask everyone to read through the statements. People could do this as a whole group, in small groups or in pairs, depending on how many copies you have. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAsk someone to read out the words in bold. They are:\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003ELoot boxes\u003C/strong\u003E - mystery boxes containing a random selection of items which can be purchased with real money, or credits built up within a game.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EInfluencers\u003C/strong\u003E - a person with the ability to influence potential buyers of a product or service by promoting or recommending the items on social media\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ESuggested content\u003C/strong\u003E - suggested content aimed at you in places, such as on social media and YouTube. These suggestions are based on different things, such as your activity, the accounts you follow, and what you\u0027ve liked, saved or commented on.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EFriends talking about an online trend\u003C/strong\u003E - In social media, a Trend refers to a post, topic, or an idea that is hyped or popularised for a certain period. Its popularity can be based on the number of times that internet users posted, discussed, talked about, or shared contents related to the topic. These trends may be spoken about or referred to by your friends or people you know.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETargeted advertising \u003C/strong\u003E- adverts that are shown to you based on the personal data your device or companies have collected about you, such as based on what you\u2019ve bought before, who you follow, what you search for or what you like on social media.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EUnrealistic beauty standards\u003C/strong\u003E - Social media platforms often feature images of people with seemingly perfect faces and bodies, often using filters and photo editing tools to enhance their appearance. This can create unrealistic beauty standards and put pressure on people to look a certain way.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00226\u0022\u003E\n\u003Cli\u003EAfter each of the topics has been read out, ask if anyone knows what any of them are and what they mean. Make sure everyone understands what each one is and what they mean.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIndividually, people should take six sticky notes and write the words in bold onto each one. Ask people to rank them in order of how much they\u2019d be influenced by them by sticking them in a line in front of them, going from most likely to least likely.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ENow, show everyone the scale on the floor. Ask everyone if they think each of the words in bold would influence them. Once they\u2019ve written the sticky notes, they should place them on the larger scale as to how much they agree with whether that thing would influence them.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EGive each group or pair one of the topics and ask them to discuss it. They can make notes about their ideas. They should think about each of the following things:\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003Ehow this topic might this influence someone in the moment\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ehow this topic might repeatedly change someone\u2019s behavior over a week\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ehow this topic might repeatedly change someone\u2019s behavior over a month\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ehow this influence might make someone feel\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ehow positive the influence is\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ehow negative the influence is\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ewhat factors might change whether a young person is influenced by the topic\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u002210\u0022\u003E\n\u003Cli\u003EOnce everyone is ready, after a few minutes, people should get back together as a whole group. Someone from each small group or pair should share their ideas with the wider group. If no-one from the group wants to share, that\u2019s OK. A young leader or adult volunteer could read out their ideas. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAs each team takes turns to talk through their notes about each bullet point, everyone else could stand on the scale to show whether they agree or disagree on what\u0027s being said. This could prompt some more questions and discussions too. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ENow, ask everyone to think about the topic they discussed. Ask people to think about the advice they would give to someone who felt they were being negatively influenced by this. Again, people could share their ideas and everyone else could show if they agreed or disagreed by standing on the scale. \u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":78404,"nodeName":"Explore the impact of online content","title":"Explore the impact of online content","type":"activity","image":{"url":"/media/qtcmlilo/safer-internet-day-seo.png?width=800\u0026height=450\u0026v=1da4468b9fc7af0","caption":"Safer Internet Day SEO","type":"png","size":1585190,"width":1902,"height":1100,"altText":""},"assets":[{"id":78420,"url":"/media/wc3fkjoi/explore-the-impact-of-online-content-resource-cards.pdf","caption":"Explore The Impact Of Online Content Resource Cards","type":"pdf","size":81336}],"headerOptions":{"headerTitle":"Explore the impact of online content","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Discover the different ways that online content can positively and negatively influence people\u2019s ideas, emotions and behaviours. 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