MEET TOVIKO · STARTER ACTIVITIES FOR REVIEW
Your starter activity guide
Human skills for an AI world. By The Green Box World.
The video series is open-ended, with 5-minute episodes. This starter library contains optional 10–20 minute off-screen activities. Its activity references are not episode numbers or a fixed video target.
An original, practice-based curriculum proposal. It has not been piloted or scientifically validated, and it is not accredited, certified or endorsed by the organizations cited. Age bands are flexible planning guides, not developmental tests.
Choose your route
Recommended route
Start with a strand that interests the child or fits an everyday situation. Choose an activity, repeat it or explore another strand at your own pace. The three optional practice groupings below organize the starter activities by growing complexity; they are not episode batches, seasons or a required course sequence.
Rounds
Number
1
Notice & try
Meet the language and try one supported move.
Number
2
Practise & explain
Use a strategy, compare evidence and explain a choice.
Number
3
Connect & act
Combine skills, respond to feedback and carry a small idea into action.
Pacing
At home
Watch a five-minute episode when it suits your family. If the child wants to explore further, choose a related offline activity, repeat a favourite or try its home connection. There is no fixed schedule or completion deadline.
In a classroom or club
Choose activities around your learners’ interests or current needs. An episode can open a discussion, and an optional 10–20-minute activity can follow immediately or on another day. Allow extra transition time and adapt the pace.
Pick a useful starting point
Choose any of the six strands. Within a strand, the three starter activities offer a suggested increase in complexity, with no requirement to do all of them. Give the safety introduction and explain the skill before a stand-alone activity.
Flexibility
Use the age adaptation that fits the child and task, regardless of chronological age. Split a mission into two sittings, revisit it, or reduce the number of examples. Never require a child to earn access to a break or a preferred communication method.
Grouping
One child with an adult; pairs; or a class working in small groups. For paired missions, a caregiver can be the partner. Use pairs or trios when possible so each person has a real contribution.
Preparation time
Most missions need 2–5 minutes of adult preparation. Reuse paper, safe household objects and hand-drawn cards; no bought kit, printer or AI subscription is needed.
Completion
A mission is complete when the child has had a supported chance to try and reflect. A finished product, perfect answer or calm appearance is not a requirement.
Kit
- Scrap paper and cardboard
- Crayons or broad markers
- Tape
- Large safe blocks or other non-breakable supports
- A cloth or opaque bag
- A few familiar safe objects
- Optional child-safe scissors used with supervision
- A folder for a private learning collection
Route label
Explore at your own pace
Mission numbering note
Activity numbers organize the starter library only. They are not video episode numbers or a fixed channel plan.
Activity timing note
Video episode: 5 minutes. Optional offline activity: 10–20 minutes, separately from viewing time.
Before the adventure begins
Before you begin
- Read the mission and choose the adaptation before gathering the child or group. Prepare any cards in large clear text or simple pictures.
- Say: “We are practising a skill, and mistakes can help us notice something. You can ask for help, change how you join in, or pass.”
- Agree that everyone may stop, request a break or choose another way to respond. Identify the trusted adult available during the activity.
- Use fictional characters for sensitive situations. Do not invite children to disclose private family events, distressing experiences or identifying information.
Facilitation
- Model your own uncertainty: “I have an idea. I need to check it.” Praise the specific strategy, such as looking again or asking a partner, rather than a fixed label such as “the clever one.”
- Allow thinking time. Do not equate fast speech, eye contact, stillness, compliance or tidy handwriting with understanding.
- Stay curious about different family practices and languages. Ask whose perspective is missing. Avoid treating one feeling, preference or communication style as universal.
- For feelings work, offer support rather than demanding calm. A child may need a break, movement, quiet, a trusted person or an end to the task. All feelings are allowed; unsafe actions still need adult boundaries.
- If a child becomes distressed, stop the exercise and support them. Follow your setting’s safeguarding procedures for a concern or disclosure; these lessons are not therapy or assessment.
Accessibility
- Offer the story through speech, sign, pictures or accessible text. Describe essential visual information and pair colour with labels or shapes.
- Accept pointing, objects, drawing, dictation, AAC, sign or spoken language as evidence. Keep assistive communication available, including when an activity is described as screen-free.
- Provide larger pieces, stable work surfaces, pre-folded or pre-cut materials and an adult who can act on the child’s directions. The thinking goal stays the same.
- Offer seated or standing participation, lower-noise spaces, predictable steps and a visible or spoken preview. Never require closed eyes, touch, deep breathing, public performance or disclosure.
- Use home languages, culturally familiar objects and locally relevant settings. Invite families to adapt examples without changing the skill goal.
- Select age adaptations flexibly. Provide one instruction at a time or add complexity through reasons and trade-offs, rather than simply more writing.
Ai safeguards
Principle
Every core mission works offline. Children do not need to create an account, enter a prompt or interact with a live AI system.
Explanation for children
AI is computer technology people build. Some AI systems learn patterns from examples to make suggestions or generate words and pictures. They can get things wrong or leave people out. People must check and decide what to do.
Rules
- An adult is responsible for choosing any optional AI tool and checking its current age restrictions, terms, privacy settings and school or family policy. Never bypass a service’s age rules.
- Prefer the supplied fictional sample cards. They are teaching examples written for this curriculum, not actual AI outputs and not proof of what a particular system will do.
- If using an optional demonstration, the adult operates the tool and screens the output before children see it. A printout or adult explanation is enough; a live demonstration is not necessary.
- Do not enter children’s real names, contact details, school or location information, faces, voices, private stories, work containing identifiers, health information or information about other people. Use generic invented scenarios.
- Explain that a confident answer is not evidence. Check important factual claims using direct observation, a suitable reliable reference or an appropriately knowledgeable adult. An AI answer is not its own independent source.
- Keep decisions about safety, care, relationships and consequences with people. An AI tool does not replace a trusted adult, a teacher or professional support.
- If content is upsetting or unsuitable, stop or close it and tell a trusted adult. Children should never be asked to test filters, pursue harmful content or keep a technology interaction secret.
- Respect creators and school expectations. Say when a tool or another person contributed; do not present generated or borrowed work as entirely your own.
- Do not upload learning evidence, children’s responses or photographs for automated profiling or emotion detection. No recording or public sharing is needed.
Optional demonstration
Purpose
For adults who want one brief example after AI2, subject to the rules above.
Prompt
Suggest two ways to organize a pretend box of crayons. Do not ask for personal information.
Steps
- Adult checks the tool’s suitability and generates the response in advance.
- Adult reads or prints only a suitable excerpt and labels it “AI-generated example, checked by an adult.”
- Children compare the ideas using real crayons, change one idea and explain their choice.
- Adult explains what was useful, what needed checking and who made the final decision.
Offline equivalent
Use these authored suggestions: “Sort by colour” and “Put the colours used most often where they are easiest to reach.” Test and revise them without an AI system.
Physical safety
- Use clean, age-appropriate, non-toxic materials and large pieces. Avoid sharp edges, choking hazards and unstable or heavy constructions. Supervise scissors and tape use as appropriate.
- Test small models on a table or floor away from faces. No climbing, electrical projects, heat, chemicals or tests on people are required.
- Check allergies, sensory preferences, access needs and local classroom rules. Adults approve any real change to a shared space.
Family connection
Share the name of the skill and one specific example of effort. Offer the home connection as an invitation, with no special supplies, purchase, screen time or public sharing required.
Notice growth without ranking
Notice growth without ranking children
Purpose
Use brief observations to decide what support or practice to offer next. This is formative learning evidence, not a validated scale, diagnosis or prediction of future success.
Routine
- When starting an activity, invite the child to try its opening question; notice what support is useful.
- During each mission, collect one example linked to its objective: a quote, a drawing, a choice, a test record or an observed action. A photo is unnecessary.
- After some practice in a strand, offer a new but similar situation. Notice whether the child can transfer the strategy and what support still helps; no set number of activities is required.
- Invite the child to select one piece for a private collection and explain what changed. Compare with their own earlier attempts, never with classmates.
Observation options
Trying with support
Uses the strategy after new modelling, prompts or narrowed choices, alongside the access supports they ordinarily use.
Trying in this activity
Uses the strategy in the familiar task with the supports they ordinarily use.
Trying somewhere new
Uses or adapts the strategy in a different situation, with appropriate supports.
Not observed yet
There was no fair opportunity to see the skill today. Try another format, time or context.
Record template
- Date and mission
- What the child chose to show or say
- Support or access method that helped
- One next opportunity to practise
Privacy
Keep only the minimum useful notes in a private, approved location. Do not include sensitive disclosures in routine learning-evidence records. Handle concerns and any required records separately under the setting’s safeguarding procedures. Do not create public rankings or send children’s work to an AI tool. Follow the setting’s privacy and retention rules.
Celebration
Celebrate a useful attempt or a newly noticed strategy whenever it happens. There is no required series-completion milestone; any celebration recognizes participation, not certified competence.
Review before wider use
- Ask practising educators and safeguarding/accessibility reviewers to examine clarity, safety and cultural fit.
- Pilot with appropriate school or family consent and collect adult feedback plus voluntary, non-identifying child feedback.
- Check whether time estimates, materials and objectives are practical for different learners; revise where needed.
- Make no impact claims until an appropriate evaluation has actually been completed.
OFF-SCREEN ACTIVITY 01 · Ask & Check · 15 MINUTES OFF SCREEN
The Mystery Under the Cloth
Separate an observation from a guess, then use new evidence.
Toviko finds a cloth covering something on the table. “It must be a treasure!” he says. His friend asks, “What have we actually noticed?”
Gather a few things
- A cloth
- One familiar safe object, such as a wooden spoon or a toy cup
- Paper
- Crayons
Before you begin
- Cover the object without showing it. Make two paper spaces labelled “I notice” and “I wonder”. Do not blindfold anyone.
Your activity
Meet the mystery 2 min
Read the hook. Children may look from different angles without touching or peeking under the cloth.
Notice, then imagine 4 min
Collect two observations about the visible shape or cloth. Put possible objects in “I wonder”. Model “I notice a long shape; I wonder if it is a spoon.”
Choose a check 3 min
Ask what would help: seeing one end, asking about the material or uncovering it. Offer one agreed clue, then invite a revised guess.
Reveal and revise 3 min
Uncover the object. Children point to a clue that helped and change a guess if needed. Celebrate a revision as useful thinking.
Carry it forward 3 min
Draw or say “I thought… Now I think… because…” Ask where else it might help to look before deciding.
A prompt from your grown-up
Which part did you notice, and which part did your mind add?
Pause & wonder
- What could the first clue tell us? What could it not tell us?
- What changed your idea?
Choose an age adaptation
Ages 5–7
Practise: Name or indicate two things noticed and one guess; use the reveal to confirm or change the guess.
Use one object and two picture choices; the adult writes the child’s words.
Ages 8–10
Practise: Record two observations and two possible explanations, then explain how new evidence supports or changes the conclusion.
Invite an alternative explanation before the reveal; record evidence in two columns.
Ages 11–12 · optional stretch
Practise: Explain why several explanations can fit the same clue and name an extra check that would distinguish them.
Consider a misleading but true clue, and explain why confidence alone would not settle the question.
Different ways to take part
Describe the visible features aloud; allow tactile examination of a safely covered object or use an accessible audio mystery instead.
What a grown-up might notice
- The child distinguishes a visible feature from a possible explanation.
- The child uses the new clue or reveal to support a conclusion, including keeping a correct initial guess for a reason.
Take it into your day
At home, pause over a harmless everyday guess and ask, “What did we notice? What could we check?”
Care comes first. Use familiar, non-breakable objects. Participation never requires touching an unknown item.
OFF-SCREEN ACTIVITY 02 · Feel & Reset · 12 MINUTES OFF SCREEN
Toviko’s Feelings Weather
Recognize possible feelings without assuming everyone feels the same.
Toviko’s paper tower falls just as he is ready to show it. His face is hard to read. One friend thinks he is disappointed; another thinks he is relieved to start again. How could they find out?
Gather a few things
- Paper
- Crayons
- Optional simple feeling symbols labelled happy, sad, worried, frustrated, excited and unsure
Before you begin
- Draw a fallen tower. Prepare feeling words or pictures without colour-only labels. Keep all examples about fictional characters.
Your activity
Meet the moment 2 min
Tell the story. Say that a feeling cannot be known just by looking at a face.
Imagine the weather 3 min
Choose a weather shape or feeling word for how Toviko might feel. More than one answer is welcome.
Look for clues 2 min
Ask what in the story supports that possibility and what is still unknown. Children may also choose “not sure”.
Make an offer 3 min
Rehearse “How are you feeling?” and “Would you like help, company or some space?” The adult plays Toviko and chooses an answer.
Reflect 2 min
Show one way to respect Toviko’s answer. Remind the child that sharing their own feelings is optional.
A prompt from your grown-up
That feeling could fit. How could we check with Toviko instead of deciding for him?
Pause & wonder
- Could two people feel differently about a fallen tower?
- What could a friend offer without making the choice for Toviko?
Choose an age adaptation
Ages 5–7
Practise: Choose a possible feeling for Toviko and show one supportive question or offer.
Offer two feeling symbols and an “unsure” option; model the supportive question.
Ages 8–10
Practise: Suggest two plausible feelings, connect each to the situation and ask rather than assume which one fits.
Explore two feelings at once and compare different supportive responses.
Ages 11–12 · optional stretch
Practise: Explain how mixed feelings or different experiences can change a person’s response to the same event.
Discuss how an apparently cheerful response can still leave room for disappointment, without treating facial expressions as diagnostic.
Different ways to take part
Use words, textures, symbols, sign or AAC. No requirement to identify body sensations, make facial expressions or describe personal feelings.
What a grown-up might notice
- The child offers a possible feeling rather than claiming certainty about another person.
- The child asks or offers support and accepts a different answer.
Take it into your day
Use “I wonder how they feel; we could ask” with a storybook character or a willing family member.
Care comes first. Do not ask for a real upsetting memory or rate the child’s emotional state. Pause if the scenario feels uncomfortable.
OFF-SCREEN ACTIVITY 03 · Listen & Team Up · 15 MINUTES OFF SCREEN
The Drawing That Needed Two Voices
Listen for meaning, check it and include another person’s idea.
Toviko wants to draw a place for a tiny imaginary creature. His partner has an idea too. Can they make a picture that holds both ideas?
Gather a few things
- One large piece of paper per pair
- Crayons or markers
Before you begin
- Pair children, or have an adult partner with one child. Agree that drawing skill and eye contact are not goals.
Your activity
Meet the pair 2 min
Read the hook. Each partner thinks of one thing the imaginary creature needs.
Listen and check 4 min
Partner A shares. B says or shows “I heard…” and asks “Did I get that right?” Switch roles. Allow silent planning before answering.
Make together 5 min
Agree where the two ideas go. Draw, dictate or place paper shapes together; each person has a choice that affects the picture.
Review with your partner 2 min
Point to both contributions and ask whether the picture represents them fairly.
Reflect 2 min
Name one listening move that helped. If an idea was missed, make one repair.
A prompt from your grown-up
Before adding your idea, can you show what your partner meant and check with them?
Pause & wonder
- What did your partner add that you would not have thought of?
- How did you know you had understood?
Choose an age adaptation
Ages 5–7
Practise: Repeat or indicate one partner idea and include it in a shared drawing.
Offer concrete choices such as a sleeping place and a play place; use short turns.
Ages 8–10
Practise: Summarize a partner’s idea, ask one clarifying question and agree how both ideas will appear.
Ask partners to explain one design choice together and negotiate where ideas overlap.
Ages 11–12 · optional stretch
Practise: Notice a misunderstanding, repair it and explain how both partners influenced the result.
Add a gentle constraint, such as limited space, and ask whose priority the compromise serves.
Different ways to take part
Use parallel drawing, pointing, sign, AAC or an adult scribe. Provide predictable turn cues without requiring speech, eye contact or touching.
What a grown-up might notice
- The child checks rather than merely waits for a turn.
- The shared work contains a contribution chosen by each partner.
Take it into your day
Invite the child to check one everyday message with “Did I understand you?”
Care comes first. Partners may request a change or work with an adult. Do not force agreement or physical closeness.
OFF-SCREEN ACTIVITY 04 · Imagine & Make · 15 MINUTES OFF SCREEN
One Shape, Many Possibilities
Generate different ideas before settling on one.
Toviko finds a plain paper circle. Is it a moon, a wheel, a window or something nobody has named yet? The adventure begins when he asks, “What else?”
Gather a few things
- Scrap paper with three circles drawn on it
- Crayons
- Optional larger pre-cut paper shapes
Before you begin
- Prepare several identical large circles. No cutting is necessary.
Your activity
Meet the shape 2 min
Tell the story. Show a circle with no picture around it.
Imagine widely 4 min
Take turns turning circles into different things through drawing, words or arranged objects. Keep ideas open; they may be realistic or fantastical.
Look for variety 2 min
Ask which ideas are alike and which are different: a thing, a place, a creature or a tool.
Make one idea 5 min
Choose one and add detail that gives it a purpose. Ask what it does or who would use it.
Share and reflect 2 min
Show an idea that changed while making it. There is no single best picture.
A prompt from your grown-up
We have one possibility. Can you find a different kind of possibility?
Pause & wonder
- What helped your ideas grow?
- What detail makes your chosen idea useful or interesting?
Choose an age adaptation
Ages 5–7
Practise: Create at least two different imagined uses or meanings for the same paper shape and develop one.
Offer one model, then invite a different idea; accept two rather than three.
Ages 8–10
Practise: Generate three ideas from different categories, choose one for a purpose and explain the choice.
Encourage different categories before adding details to one idea.
Ages 11–12 · optional stretch
Practise: Combine two ideas into a new concept and explain how the combination changes its possible use.
Add a constraint such as “works without electricity” and combine two possibilities.
Different ways to take part
Use tactile shapes, dictation, objects or collage. Adults may draw exactly as directed; evaluate the idea rather than motor control.
What a grown-up might notice
- The child produces distinct possibilities, with support as needed.
- The child adds a purposeful detail and can indicate why it is there.
Take it into your day
Find a harmless everyday object and imagine two new pretend uses without actually using it unsafely.
Care comes first. Keep pieces large and use safe materials. No competitive judging or copying comparison is needed.
OFF-SCREEN ACTIVITY 05 · Use AI Wisely · 15 MINUTES OFF SCREEN
The Suggestion Machine
Understand that an AI suggestion can be useful yet still require human judgement and inclusion.
Toviko asks a pretend suggestion machine for a game everyone can join. Its card says, “Have a fast-running race. Everyone will love it.” Toviko pauses. Did the machine ask what everyone needed?
Gather a few things
- Paper
- Crayons
- Three task cards described below
Before you begin
- Write “Pretend AI example, written for this lesson” above the story’s suggestion. Prepare cards: “Suggest a silly creature name”; “Know whether my friend wants to play”; “Choose a game everyone can join”.
Your activity
Meet the tool 3 min
Read the hook and the child-friendly AI explanation from the adult guide. Be clear that the paper machine is a teaching simulation, not a real AI system or a person.
Explore the tasks 3 min
For each task, ask what a tool might suggest and what people must ask, check or decide. A name suggestion can help; a friend’s wishes require asking the friend.
Find the missing voice 3 min
Return to the race suggestion. Offer fictional needs: one child enjoys running, one prefers seated play, and one wants a quieter activity. Ask who was overlooked.
Improve the idea 4 min
Design a choice of roles or a different game, such as a shared shape-building challenge. Check whether the fictional children would want it rather than assuming.
Say the rule 2 min
Complete “A tool can suggest… People still need to…” Name the trusted adult who could help.
A prompt from your grown-up
What did this suggestion assume about people? Whose answer do we still need?
Pause & wonder
- When could a suggestion be helpful?
- Who is responsible for deciding what happens next?
Choose an age adaptation
Ages 5–7
Practise: Explain that a computer suggestion can be wrong and name a person who can help check it.
Use two tasks and two fictional needs. Practise “It can be wrong; ask a grown-up.”
Ages 8–10
Practise: Identify one assumption or missing need in a simulated AI suggestion and revise it with a human reason.
Consider whether a suggestion can work for some people yet exclude others.
Ages 11–12 · optional stretch
Practise: Explain how a system’s examples and design can shape suggestions, and propose a way to seek missing perspectives.
Discuss a pretend system shown only running games; explain why broader examples and people’s feedback could matter without guaranteeing fairness.
Different ways to take part
Use accessible movement options and accept any communication method. Do not ask a child to represent everyone with a disability or difference.
What a grown-up might notice
- The child distinguishes a generated suggestion from knowing a person’s wishes.
- The child identifies a missing need or names a human check before acting.
Take it into your day
When a device offers a recommendation, ask with an adult: “How could this help? What still needs a person’s choice?”
Care comes first. No real AI, account or personal information is used. Do not call the pretend machine a caring friend or suggest it knows feelings.
OFF-SCREEN ACTIVITY 06 · Choose & Act · 15 MINUTES OFF SCREEN
Two Paths at the Craft Table
Pause, compare likely effects and choose one helpful step.
Toviko wants the last blue crayon. His friend is using it. He could grab it, ask for a turn, or choose another colour while waiting. What might happen next?
Gather a few things
- Paper
- Crayons
- Two or three drawn path arrows
Before you begin
- Draw Toviko and a friend sharing a craft table. Keep the problem fictional; do not use a current conflict between children.
Your activity
Pause at the problem 2 min
Tell the story. Name the goal: Toviko wants to draw in blue and both children need respectful treatment.
Imagine paths 3 min
Draw or act out two or three possible choices. Include asking, waiting with another colour, or suggesting shared turns.
Look ahead 4 min
For each path, ask what might happen to Toviko and the friend. Use “might”, since we cannot guarantee the response.
Rehearse a choice 4 min
Choose a safe plan and practise its first sentence or gesture. The adult plays the friend and offers a reasonable response.
Reflect 2 min
Ask what Toviko could do if the first plan does not work, such as seek adult help or choose another activity.
A prompt from your grown-up
What might happen for each person if we choose this path?
Pause & wonder
- What makes your choice fair or helpful?
- What is a safe second plan?
Choose an age adaptation
Ages 5–7
Practise: Compare two choices and identify one likely effect before choosing a safe response.
Compare asking with grabbing, then model an alternative while waiting.
Ages 8–10
Practise: Compare three choices, consider effects on both children and give a reason for a plan.
Include three options and effects on both people.
Ages 11–12 · optional stretch
Practise: Recognize uncertainty in predicted consequences and create a fair plan that can be revised.
Discuss differing views of fairness, including equal turns and extra support for a particular need.
Different ways to take part
Use puppets, arrows, pictures, AAC or adult role-play. Waiting practice should be brief and adapted, not a test of compliance.
What a grown-up might notice
- The child links a choice to at least one possible consequence.
- The child rehearses a respectful action and can seek help if needed.
Take it into your day
Before a small everyday choice, ask “What could happen next, and who else is affected?”
Care comes first. Do not withhold necessary materials or engineer a real conflict. Adults step in if grabbing or distress occurs.
OFF-SCREEN ACTIVITY 07 · Ask & Check · 18 MINUTES OFF SCREEN
The Paper Bridge Test
Change one feature while keeping a simple comparison fair.
Toviko says a folded paper bridge will hold more than a flat one. His friend says, “Let’s find out.” But one bridge has a shorter gap and a heavier load. Is that a fair comparison?
Gather a few things
- Two equal-size sheets of the same paper, plus two fresh matching sheets if repeating a damaged test
- Two equal-height low supports, such as books
- Three identical large blocks light enough for the paper
- Paper and pencil
Before you begin
- Set a short safe gap on a table. Try the task beforehand so the flat and folded paper can span it. Use large blocks, not coins or other small choking hazards. Fold the accordion so its ridges run from one support to the other.
Your activity
Ask the question 2 min
Read the hook. Ask whether changing paper shape affects what the bridge can hold.
Plan a fair check 4 min
Agree to keep the gap, supports, sheet size and test blocks the same. Compare a flat sheet with a sheet folded into shallow accordion pleats.
Test and record 6 min
Place one block at a time in the centre, up to three. Stop if the bridge bends down or falls. Record what happened, including if both hold all three.
Look again 3 min
Reset and repeat if time permits. Use fresh matching sheets if loading creased or damaged either bridge. A different result is useful information; note it rather than choosing a favourite.
Make a careful conclusion 3 min
Say “In our test…” and report the observation. Name something that was not tested.
A prompt from your grown-up
What must stay the same so we are checking the shape of the paper?
Pause & wonder
- Did the result match your prediction?
- What can this test tell us, and what can it not tell us?
Choose an age adaptation
Ages 5–7
Practise: Help keep the gap and test objects the same while comparing two paper bridge shapes, then say what happened.
Adult sets the gap and models placing blocks; child predicts, counts or indicates the result.
Ages 8–10
Practise: Plan and carry out a comparison that changes the paper shape while holding the gap, paper and load method constant; record a result.
Children select the conditions to keep constant and record both trials.
Ages 11–12 · optional stretch
Practise: Repeat a test, discuss variation and explain why one small test cannot prove which design is always strongest.
Consider measurement limits, repeated trials and whether different paper or gaps might change the result.
Different ways to take part
Let the child direct an adult builder; describe bending aloud and use tactile or spoken records instead of written tables.
What a grown-up might notice
- The child identifies or helps maintain at least one controlled condition.
- The child reports the observed result rather than claiming the prediction must be right.
Take it into your day
When comparing two things, ask “Are we changing just the thing we want to check?”
Care comes first. Use only lightweight loads and low stable supports. Do not test a bridge with a person, animal, fragile object or body part.
OFF-SCREEN ACTIVITY 08 · Feel & Reset · 15 MINUTES OFF SCREEN
Build a Reset Menu
Choose and review a supportive strategy rather than expecting one technique to work for everyone.
Toviko’s model keeps wobbling. He wants to try again, but first he needs something to help. His friend likes quiet; Toviko sometimes likes a stretch. They decide to make a menu of choices.
Gather a few things
- Paper
- Crayons
- A comfortable space
- Optional familiar sensory support already used by the child
Before you begin
- Prepare four simple menu options: ask a trusted adult; take a quiet pause; move or stretch comfortably; break the job into a smaller step. Invite existing familiar strategies too.
Your activity
Meet the wobble 2 min
Read the story. Say that feelings do not have to disappear before someone can ask for help.
Explore choices 3 min
Read or show the menu. Discuss which option might suit Toviko now; no option is compulsory.
Try gently 4 min
While settled, practise one chosen strategy briefly. The adult can model asking for help or turning one large job into a small step. Children may watch instead.
Make your menu 4 min
Draw or select two options and a trusted-person symbol. Include “try something else” and “stop for now”. Personal details do not need to be shared.
Review 2 min
Ask whether the strategy felt useful, neutral or uncomfortable. Choose to continue, switch, seek help or stop.
A prompt from your grown-up
What might help you have a little more choice about what to do next?
Pause & wonder
- How can we tell if an option is helping?
- What could you do if it does not help today?
Choose an age adaptation
Ages 5–7
Practise: Choose and practise one comfortable support option, then indicate whether to continue, change the option or ask for help.
Offer two familiar options and co-regulate. The adult demonstrates a helpful request.
Ages 8–10
Practise: Match two possible strategies to a fictional situation and explain how to check whether one is helping.
Ask which strategy fits a noisy setting, a difficult task or a need for company.
Ages 11–12 · optional stretch
Practise: Explain why a strategy may help in one situation but not another, and make a flexible support plan.
Consider access and context: a quiet break may need an agreed place or adult help.
Different ways to take part
Do not require breathing exercises, eyes closed, stillness or body awareness. Offer movement, silence, AAC, observation or a break.
What a grown-up might notice
- The child chooses or declines a strategy and identifies an alternative or support person.
- The child communicates a next step; calmness is not scored.
Take it into your day
Keep the menu somewhere private and easy to reach. An adult can use it too and say which option they are choosing.
Care comes first. Practise in a low-stress moment. Never deliberately upset a child to test a strategy; this is not therapy or a behaviour-management test.
OFF-SCREEN ACTIVITY 09 · Listen & Team Up · 20 MINUTES OFF SCREEN
A Team Where Everyone Matters
Share influence and roles while working toward a joint goal.
Toviko’s team is building a pretend park. One person keeps choosing everything, while another has an idea nobody has heard. How can the team make room for everyone?
Gather a few things
- Large scrap paper
- Crayons
- Large paper shapes or blocks
- Three role cards: idea collector, maker, checker
Before you begin
- Use pairs or trios. Set the goal: design a pretend park with a quiet place and a play place. Make roles flexible and accessible; nobody must do a task they cannot access.
Your activity
Notice the team problem 2 min
Read the hook. Ask how we can know whether everyone has had a real say.
Agree the plan 4 min
Each person shares one idea in their preferred way. Choose where the quiet and play places could go. Assign or share roles.
Make together 6 min
Build or draw the park. After three minutes, pause: “Whose idea have we used? Who wants a different role or some help?” Change roles or support as agreed.
Check the result 5 min
Check whether the park includes both a quiet place and a play place. Ask each person whether one of their choices appears, and make one agreed change.
Reflect 3 min
Name a moment when listening changed the plan. Thank a specific contribution without ranking teammates.
A prompt from your grown-up
Has each person had a choice that changed our work, and what would help them join in?
Pause & wonder
- What made this a shared project?
- Did changing a role or support change what the team could do?
Choose an age adaptation
Ages 5–7
Practise: Contribute one choice to a shared plan and use a supported turn or role change.
Use a pair and two roles; model short turns and one choice per child.
Ages 8–10
Practise: Agree a shared goal, distribute meaningful roles and use one check-in to improve participation.
Ask children to negotiate the first roles and suggest a useful mid-point change.
Ages 11–12 · optional stretch
Practise: Identify whose ideas have less influence and renegotiate the process without assuming equal roles always mean fair participation.
Discuss the difference between identical work and meaningful participation, and test a more inclusive process.
Different ways to take part
Allow dictation, directing materials, checking, drawing or arranging. A person can stay in an accessible role while still having equal influence.
What a grown-up might notice
- The child contributes a decision, question or check, with their chosen supports.
- The team responds to a participation check by confirming or changing the process.
Take it into your day
During a small shared job, ask “What part would you like to do, and what support would help?”
Care comes first. Do not assign roles by gender, ability label or popularity. Avoid public judgments about who is the best leader.
OFF-SCREEN ACTIVITY 10 · Imagine & Make · 20 MINUTES OFF SCREEN
Make It, Test It, Change It
Use a small test and feedback to improve a prototype for a clear purpose.
Toviko folds a paper holder for three crayons, but it tips over. “That tells me something,” he says. What could he change so the crayons stay in place?
Gather a few things
- Two sheets of scrap paper or thin cardboard
- Tape
- Three crayons
- A stable work surface
Before you begin
- Define the challenge: keep three crayons together on the table for ten seconds. A folded tray counts; the crayons do not need to stand vertically. No perfect craft finish is expected.
Your activity
Meet the challenge 2 min
Tell the story and show the three crayons. Agree what a successful test would look like.
Imagine two versions 3 min
Sketch or describe two shapes. Choose one to try with the available paper and tape.
Build a first try 6 min
Fold, roll or arrange the paper. Adults can help with fine-motor work while children direct the design.
Test and change 6 min
Place the crayons in the holder and count slowly to ten. Notice tipping, rolling or easy access. Change one feature and repeat the same test.
Reflect 3 min
Show the changed feature and explain what the test taught. A design that still needs work is a valid result.
A prompt from your grown-up
What happened in the test, and which small change might address it?
Pause & wonder
- Which part of your first idea did you keep?
- How did the test help you choose the change?
Choose an age adaptation
Ages 5–7
Practise: Make or direct a simple holder, test it and change one feature for a reason.
Offer a pre-folded tray and let the child choose which side or base to change.
Ages 8–10
Practise: Design a holder for three crayons, use a ten-second stability test and explain a revision based on what happened.
Ask the child to record the test and choose the next change independently with adult support available.
Ages 11–12 · optional stretch
Practise: Compare two possible revisions and explain a trade-off such as stability, material use or ease of access.
Limit the second version to the same materials and compare stability with ease of removing a crayon.
Different ways to take part
Provide larger crayons, pre-folded parts or a helper who follows directions. A spoken design and adult-built model count.
What a grown-up might notice
- The child uses an observed problem or success to choose a revision.
- The child compares the first and second versions using the same goal.
Take it into your day
When something is awkward to use, draw one change and say which problem it might solve.
Care comes first. Use paper and tape only; supervise any cutting. Test on a clear low surface, away from faces.
OFF-SCREEN ACTIVITY 11 · Use AI Wisely · 18 MINUTES OFF SCREEN
Check the Clever Answer
Check a confident-sounding output and separate facts from unsupported generalizations.
A pretend AI card tells Toviko: “I am completely certain: a triangle has four sides; three pairs of crayons make six crayons; everyone likes loud music.” The words sound sure. Should Toviko believe them all?
Gather a few things
- The authored pretend AI card from the story
- Paper and crayons
- Six crayons or six large countable objects
Before you begin
- Label the card “Invented teaching example, not an actual AI response”. Draw a clear triangle. Set out six objects; no internet search is needed.
Your activity
Read the confident answer 2 min
Tell the story. Explain that sounding confident does not make a claim true.
Separate the claims 3 min
Make three spaces for the three statements. Children predict which claims they could check directly.
Check with evidence 7 min
Trace and count the triangle’s three sides. Arrange three pairs and count six objects. For loud music, explain that preferences differ and one answer cannot speak for everyone; children may share a preference but need not do so.
Repair the response 4 min
Rewrite or say: “A triangle has three sides. Three pairs make six. People have different music preferences; ask them.” Identify what changed and why.
Reflect 2 min
Practise “What is the evidence?” and name an appropriate adult or reference for a question they cannot check with objects.
A prompt from your grown-up
What could we do to check this claim without just asking the same tool to say it again?
Pause & wonder
- Which sentence was correct, and how did you know?
- Does one wrong sentence mean every sentence must be wrong?
Choose an age adaptation
Ages 5–7
Practise: Check two simple statements using objects or a drawing and say that a confident AI answer can still be wrong.
Start with the triangle and pairs; discuss the preference example orally if time allows.
Ages 8–10
Practise: Classify three statements as incorrect, supported by a check, or an unsupported generalization, and explain how each was checked.
Use all three categories and ask for a check before judging each statement.
Ages 11–12 · optional stretch
Practise: Distinguish a direct check from a suitable external reference and explain why an answer cannot validate itself.
Offer a fact that would need an appropriate reference, such as a historical date, and discuss how to find independent evidence with an adult.
Different ways to take part
Use tactile shapes and large objects, read the text aloud, and let the child place or point to category symbols. Do not play loud music.
What a grown-up might notice
- The child uses counting, direct observation or a reason about preferences to evaluate a claim.
- The child keeps supported information and corrects or qualifies unsupported information.
Take it into your day
Choose one harmless factual claim in a story or everyday conversation and check it together using a suitable source.
Care comes first. Use only the fictional paper response. Do not show harmful misinformation or invite children to search for it.
OFF-SCREEN ACTIVITY 12 · Choose & Act · 18 MINUTES OFF SCREEN
Who Else Is in the Picture?
Consider different needs and an unintended consequence before acting.
Toviko wants to put the class’s shared art box on a high shelf to clear the table. It would look tidy, but could everyone reach it? A good idea for one problem can create another.
Gather a few things
- Paper
- Crayons
- Three fictional need cards
- An empty box or a drawing of one
Before you begin
- Prepare cards: “Ari needs to reach materials from a seated position”; “Bo needs a clear table to work”; “Cam needs to find the colours easily”. These are fictional individuals, not labels for real classmates.
Your activity
Meet the tidy idea 2 min
Read the hook and show the three need cards.
Imagine alternatives 4 min
Compare a high shelf, a low accessible shelf, or labelled trays on a clear part of the table. Draw two plans.
Follow the effects 5 min
For each plan, ask what might help or hinder each fictional person. A plan can have both benefits and drawbacks.
Improve and choose 4 min
Change one plan using what the group noticed. Explain what permission and feedback would be needed before a real trial.
Reflect 3 min
Name one thing still uncertain. Choose a way to ask the people affected rather than deciding for them.
A prompt from your grown-up
Who benefits, who might find this harder, and whose view do we still need?
Pause & wonder
- What changed after you considered the other people?
- How could we test a small change and undo it if it does not help?
Choose an age adaptation
Ages 5–7
Practise: Identify two people affected by a choice and choose a plan that considers both.
Use two need cards and two picture plans. Model checking each person in turn.
Ages 8–10
Practise: Compare two plans against three fictional needs and change a plan to reduce an unwanted effect.
Use all three needs and invite one improvement that helps more than one person.
Ages 11–12 · optional stretch
Practise: Explain a remaining trade-off and propose a reversible trial with a way to gather feedback.
Discuss a trade-off such as space versus reach and propose how to learn from a temporary trial.
Different ways to take part
Present needs verbally or through tactile layouts. Do not require a child to disclose access needs publicly or act as a spokesperson for a group.
What a grown-up might notice
- The child considers more than the original goal of tidiness.
- The child changes or justifies a plan using a stated need and recognizes the need for permission.
Take it into your day
Before moving something shared, ask “Who uses this, and should we check with them first?”
Care comes first. Keep the activity as a model unless the responsible adult approves a real change. Do not move furniture or reach high shelves.
OFF-SCREEN ACTIVITY 13 · Ask & Check · 18 MINUTES OFF SCREEN
The “Best Ever” Poster
Match the strength of a conclusion to the evidence available.
Toviko sees a poster: “THE BEST CRAYON HOLDER EVER! It can hold any number of crayons and never falls!” The maker tried it once with three crayons on a flat table. Toviko likes the picture, but he has questions.
Gather a few things
- Paper
- Crayons
- Two hand-drawn cards: the poster and the test record
Before you begin
- Write the poster from the story. On the test card write: “One holder. One try. Three crayons. Flat table. It stayed up for ten seconds.” Do not imply this is a real product review.
Your activity
Meet the big claim 2 min
Read the poster with enthusiasm, then ask what it wants us to believe.
Find the evidence 4 min
Read the test card. Place “what was tested” beside “what the poster says”. Notice phrases such as any number, never and best.
Ask useful questions 4 min
Children ask what is missing: other holders, more crayons, repeated tries or a different surface. Choose one question that would improve the evidence.
Make an honest poster 5 min
Replace the big claim with “In one test, this holder held three crayons for ten seconds on a flat table.” Add an inviting picture without exaggerating the result.
Reflect 3 min
Explain why liking an idea and asking questions can happen together. Decide whether another check is needed before using it.
A prompt from your grown-up
Which words promise more than this little test can tell us?
Pause & wonder
- Can an exciting poster also be accurate?
- What extra evidence would help you decide?
Choose an age adaptation
Ages 5–7
Practise: Identify one claim on the poster and ask for a check before accepting it.
Focus on “any number”; ask whether testing three shows that it holds every possible number.
Ages 8–10
Practise: Compare the poster’s claims with the limited test information and rewrite one claim so it fits the evidence.
Compare each strong word with the test record and rewrite a sentence.
Ages 11–12 · optional stretch
Practise: Identify missing comparison data, uncertainty and persuasive language, then propose a useful next test.
Design a comparison with another holder and explain why even several tests would not justify “never”.
Different ways to take part
Use spoken or tactile poster versions. Adults can read emphatic words neutrally if dramatic delivery feels uncomfortable.
What a grown-up might notice
- The child points to a gap between a broad claim and a limited observation.
- The child asks a relevant checking question or makes a more careful statement.
Take it into your day
With an adult, notice a harmless “best” or “always” claim and ask what evidence would support it.
Care comes first. Keep the example fictional and low-stakes. Do not make children judge real health, financial or safety advertising.
OFF-SCREEN ACTIVITY 14 · Feel & Reset · 15 MINUTES OFF SCREEN
A Pause, a Repair, a Return
Combine emotional support with a manageable repair after a mistake.
Toviko reaches across the table and knocks his friend’s paper shapes onto the floor. He feels upset and wants to hide. He can pause, ask for help and find out what repair his friend would welcome.
Gather a few things
- Paper shapes or drawn shapes
- Paper
- Crayons
- Optional reset menu from FR2
Before you begin
- Keep the scenario imaginary or role-play it with an adult; do not knock down a child’s actual work.
Your activity
Meet the mistake 2 min
Tell the story. Say that making a mistake does not make Toviko a bad person, and the friend’s feelings also matter.
Choose support 3 min
Use the reset menu or choose adult help. Practise a pause that fits Toviko before he acts.
Ask before repairing 4 min
Role-play “I knocked these down. Would you like help picking them up?” The adult may say yes, ask for a different repair or want space.
Make a small plan 4 min
Rehearse an agreed repair, such as gathering shapes, replacing torn paper or asking the teacher for help. If the friend wants space, respect it and plan to check later with adult guidance.
Reflect 2 min
Name both parts: support for the person who made the mistake and care for the person affected.
A prompt from your grown-up
What support could help Toviko take responsibility, and what repair would his friend actually want?
Pause & wonder
- Does the friend have to feel better right away?
- What can Toviko do if he cannot fix the problem on his own?
Choose an age adaptation
Ages 5–7
Practise: Choose a support strategy and rehearse one safe repair or help-seeking action in a fictional situation.
Offer two repair choices and let an adult model the words.
Ages 8–10
Practise: Explain a sequence of pause, support, check and repair, while respecting that the other person may need space.
Rehearse two different responses from the friend and adapt the next step.
Ages 11–12 · optional stretch
Practise: Distinguish taking responsibility from demanding immediate forgiveness and adapt a repair to the affected person’s response.
Discuss why an apology is not a demand for forgiveness and why some repairs need adult support.
Different ways to take part
Use a puppet, drawing, sign, AAC or an adult role-play. A spoken apology, public disclosure or physical contact is never required.
What a grown-up might notice
- The child selects support and a specific next action rather than only labelling a feeling.
- The child respects the other person’s choice about help or space.
Take it into your day
Model an everyday adult repair: name what happened, ask what would help and follow through.
Care comes first. Do not use a recent real conflict without appropriate care or require reconciliation. For bullying, repeated harm or safety concerns, adults intervene through safeguarding procedures.
OFF-SCREEN ACTIVITY 15 · Listen & Team Up · 18 MINUTES OFF SCREEN
Ask the Person Who Will Use It
Learn a person’s needs through questions and use their feedback to revise a shared idea.
Toviko draws a reading corner for an imaginary neighbour. He adds bright lights and music because he likes them. Then he remembers: the neighbour is the one who will use the corner. What should he ask?
Gather a few things
- Paper
- Crayons
- One fictional user card
Before you begin
- Adult plays fictional neighbour Noor. Card: “I like a quiet reading place. I want books within easy reach. I sometimes like company, if someone asks first.” Keep the card hidden until questions are asked.
Your activity
Meet the user 2 min
Read the hook. Explain that we will ask the fictional person instead of deciding from Toviko’s preferences.
Ask and listen 5 min
Children ask questions such as “What helps you enjoy reading?” or “What would you like nearby?” Adult answers from the card and may say “I do not mind” when no preference is given.
Check the meaning 3 min
Summarize what Noor said. Ask “Have I understood?” Distinguish an answer from an assumption.
Create and revise 5 min
Draw a corner using the answers. Show Noor, ask what to change and revise one detail or explain why no change is needed.
Reflect 3 min
Point to a feature that came from listening. Ask whether another person might choose differently.
A prompt from your grown-up
Did the person tell us that, or are we guessing? What question could help?
Pause & wonder
- What changed after you listened?
- Would the same design suit everyone?
Choose an age adaptation
Ages 5–7
Practise: Ask one question about a fictional user’s preference and make one change based on the answer.
Offer two question starters and picture choices for quiet, light and book position.
Ages 8–10
Practise: Ask two open questions, summarize the answers and revise a design while checking that the change fits the user.
Use two open questions, summarize answers and check a revision.
Ages 11–12 · optional stretch
Practise: Distinguish a stated need from an assumption and explain how different users might require different designs.
Introduce a second fictional user with a different preference and consider flexible options rather than choosing a winner.
Different ways to take part
Offer a visual question board, AAC or written interview. The adult can draw on the child’s instructions; no performance in front of a group is necessary.
What a grown-up might notice
- The child asks a question that reveals a preference or need.
- The child links a design decision to the answer and seeks feedback.
Take it into your day
Ask a willing family member one preference before planning a shared small activity.
Care comes first. The interview is with an adult playing a fictional character. Do not contact strangers, collect personal data or infer needs from appearance.
OFF-SCREEN ACTIVITY 16 · Imagine & Make · 20 MINUTES OFF SCREEN
Invent a Little Better
Combine ideas into a purposeful prototype and explain a trade-off.
Toviko imagines a future where everyday objects help people work together. He does not need a robot or a screen. Could a simple paper invention make sharing materials a little easier?
Gather a few things
- Scrap paper or cardboard
- Crayons
- Tape
- Optional large blocks for a model
Before you begin
- Choose one design brief: a shared crayon station, a book-choice board, or a turn-taking sign for a pretend activity. Constraints: use available materials and keep it usable without electricity.
Your activity
Meet a small need 3 min
Read the hook. Choose a brief and identify a fictional user need, drawing on LT3 if completed.
Combine possibilities 4 min
Sketch or describe two ideas, then borrow one feature from each. For example, combine an easy-reach tray with picture labels.
Make a first version 6 min
Build a small model, draw a labelled plan or tell a step-by-step invention story. Explain how someone would use it.
Invite feedback 4 min
Adult or partner asks a practical question: “How will someone know whose turn it is?” or “Can they reach it?” Make one change.
Share the invention 3 min
Say who it is for, how it helps and what still needs checking. Name help received from another person or tool if any was used.
A prompt from your grown-up
Which two ideas did you combine, and how does the result help the person you designed for?
Pause & wonder
- What did you change after feedback?
- What is one thing your invention cannot do yet?
Choose an age adaptation
Ages 5–7
Practise: Combine two ideas into a model or drawing and show who it helps and how.
Offer two simple features to combine and accept a drawing with an oral explanation.
Ages 8–10
Practise: Create a prototype for a stated user need, work within two constraints and make one change after feedback.
Let the child choose the brief, plan within constraints and identify a remaining question.
Ages 11–12 · optional stretch
Practise: Explain a trade-off, compare a non-digital and a digital possibility, and justify when simpler technology is enough.
Compare cost, materials, access or complexity of alternatives without requiring digital production.
Different ways to take part
Provide pre-cut large pieces or an adult maker. A spoken, signed or AAC-directed prototype can demonstrate the same thinking goals as a physical model.
What a grown-up might notice
- The child connects a feature to a user need.
- The child combines ideas and uses feedback to revise or defend a choice with a reason.
Take it into your day
Notice one small inconvenience at home and describe an invention that might help, including a person to ask before changing anything.
Care comes first. Keep inventions as paper models unless an adult approves real use. No electrical builds, moving furniture or claims that a model has been safety-tested.
OFF-SCREEN ACTIVITY 17 · Use AI Wisely · 20 MINUTES OFF SCREEN
Keep It Private, Keep People in Charge
Choose a safe, generic request and explain privacy, checking and credit.
Toviko wants ideas for a pretend reading corner. A friend says, “Tell the tool everything about yourself so it knows you.” Toviko wonders: what information does this task actually need?
Gather a few things
- Paper
- Crayons
- Six information cards described below
- Two sorting spaces: “Generic idea only” and “Keep out of the tool”
Before you begin
- Use these labels only, never actual details: “A pretend reading corner”; “Ideas using cardboard”; “My real full name”; “My home address”; “A photo of my face”; “My friend’s private worry”. Explain that even discussing a label does not require sharing the real information.
Your activity
Meet the privacy question 3 min
Read the hook. Say that this activity stays on paper and nobody will enter a real prompt.
Sort only the labels 5 min
Put the first two cards in “Generic idea only” and the other four in “Keep out of the tool”. Explain that a task can often be described without identifying anyone.
Build a safer request 4 min
Arrange or write: “Suggest two ideas for a pretend reading corner using cardboard.” Ask which details were unnecessary and who chooses whether a tool is suitable.
Add human responsibility 5 min
Use the authored offline suggestion “Make a low cardboard book tray.” Children name a practical check and a final human decision. Practise credit: “I made the design; an adult/partner helped with an idea.” For actual AI help, name it honestly.
Make a pocket rule 3 min
Draw or say a three-part rule: “Keep private information out. Ask a trusted adult. Check and choose.” Add “Say who helped” when sharing work.
A prompt from your grown-up
What does this task need to know, and what can stay private?
Pause & wonder
- Can a useful request leave out your name, picture and private life?
- If a tool helped with an idea, what should we say when we show the work?
Choose an age adaptation
Ages 5–7
Practise: Identify two examples of private information and choose a trusted adult before any AI use.
Use four cards, including two clear private examples. Adult reads all labels and models the rule.
Ages 8–10
Practise: Remove unnecessary personal information from a fictional request and explain who checks and decides how the result is used.
Use all six cards; ask why another person’s information also needs protecting.
Ages 11–12 · optional stretch
Practise: Explain data minimization, appropriate credit and why a safe-looking prompt still requires adult tool review and human judgement.
Discuss how several ordinary details can identify someone when combined, without using real examples from the child’s life.
Different ways to take part
Use icons, large print, tactile symbols or spoken sorting. Do not require handwriting or make children disclose what private information they possess.
What a grown-up might notice
- The child keeps identifying and private information out of a pretend prompt.
- The child identifies an adult check and a human decision; older children explain credit.
Take it into your day
Make a private-information rule together for the family or classroom, using generic examples and the adults responsible for help.
Care comes first. No cards, photos, voices, real details or child work are uploaded. The programme’s no-child-account rule remains in place, including for the optional stretch.
OFF-SCREEN ACTIVITY 18 · Choose & Act · 20 MINUTES OFF SCREEN
One Small, Kind, Useful Change
Combine the six habits in a small reversible action and reflect on its effect.
Toviko has practised wondering, making, pausing, listening and checking. Now he spots a small problem: shared drawing materials are hard to find. What could he try that is kind, useful and easy to change back?
Gather a few things
- A small set of shared crayons or a pretend paper set
- Paper
- Crayons
- Optional cardboard tray or labels
Before you begin
- Adult approves a small reversible task, such as grouping crayons or adding temporary picture labels. If no real change is appropriate, use a tabletop model. Do not include other people’s possessions without permission.
Your activity
Understand and listen 4 min
Observe the materials as they are. Ask a willing partner or adult playing a user what would help. If useful, note how many moves it takes to find a chosen colour; a verbal observation is enough.
Imagine and choose 4 min
Suggest two arrangements. Consider reach, ease of finding and other users. Choose one small trial and ask the adult for permission. Decide what would count as helpful.
Create and act 6 min
Try the approved arrangement or model. Share a meaningful role, use a reset strategy if needed and keep changes easy to undo. AI is unnecessary; explain why direct observation and people’s views are useful here.
Check the effect 4 min
Ask the same person to try the same task again. Compare with the earlier observation and ask what was easier or harder. Keep, revise or undo the change with permission.
Tell the learning story 2 min
Complete “We noticed… We tried… We learned… Next we could…” Name a human skill used and thank help received.
A prompt from your grown-up
What small change can we try safely, and how will we find out whether it actually helps?
Pause & wonder
- Who did this help, and did it make anything harder?
- What would you keep, change or check next?
Choose an age adaptation
Ages 5–7
Practise: Choose one small approved action, take it with support and point to what happened.
Offer two approved arrangements and an adult partner. The child directs one change and shows the result.
Ages 8–10
Practise: Gather one observation and one user view, compare two actions, carry out a reversible trial and explain its effect.
Let the child plan the comparison, share roles and explain the effect with a reason.
Ages 11–12 · optional stretch
Practise: Identify a trade-off or unintended effect, evaluate the small trial without overclaiming and propose a next check.
Discuss limits of a single user trial and what more information would be needed before changing a whole classroom.
Different ways to take part
Choose a task meaningful and accessible to the learner. Directing a helper, using a model or giving feedback is valid participation.
What a grown-up might notice
- The child connects an action to a stated need and participates in an approved trial.
- The child uses an observation or user response to decide a next step, including undoing an unhelpful change.
Take it into your day
Revisit the change at a convenient later moment. Ask whether it is still helpful; there is no obligation to keep it.
Care comes first. No purchases, public posting, contacting strangers, collecting personal data or permanent changes are needed. Stop if the task causes distress or affects access for others.
Design references
These references informed the design; they do not endorse, certify or validate this curriculum.
UNESCO
AI competency framework for students · 2024
Human-centred judgement and responsibility in AI education; awareness of ethics and inclusive design. The framework includes four dimensions and three progression levels. This introductory curriculum does not cover the whole framework.
UNICEF Innocenti
Guidance on AI and children, version 3.0 · 2025
Child-centred safeguards including privacy, safety, fairness, transparency, inclusion, agency and well-being. This is policy guidance, not a tested lesson sequence for these ages.
CASEL
What Is the CASEL Framework? · Framework webpage, accessed 2026
Concepts of self-awareness, self-management, social awareness, relationship skills and responsible decision-making, and explicit, active, sequenced practice. No CASEL programme designation is claimed.
Center on the Developing Child at Harvard University
Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence · 2014
The design choice to offer playful practice, adult support and adjustable challenge. The guide has age-grouped activities; Meet Toviko’s own age bands and missions have not been validated by it.
CAST
Universal Design for Learning Guidelines, version 3.0 · 2024
Choices in engagement, accessible representation and different ways to act or express understanding. The access suggestions here are a practical starting point, not an individual access assessment.
The Green Box World
Sustainability Capacity Building in Saudi Arabia: The 5-Stage Capability Methodology · Webpage, accessed 2026
Verified names Understand, Imagine, Investigate, Create and Act, adapted here into a child-friendly routine. No transfer of the source programme’s accreditation, impact or outcome claims is implied.
