When you visit a website, it may save small files called cookies on your browser. These help the site remember your preferences and improve your experience. They don’t usually identify you personally but make the website work better for you. You can choose to accept or reject certain cookies, but blocking some may affect how the site functions. Click on the Manage Settings button to learn more and adjust your consent settings accordingly. Learn more about how we process personal data and how you can contact us in our Privacy Policy.
Reject AllAccept All
Manage Settings

What fills your bucket? Mindful media consumption

Year levels
Years 5-6
Topics
Balanced Use of Technology
Health & Wellbeing
Healthy Use of Technology
Risk areas
Compulsion
Subject
Health and Physical Education
Digital Technologies
A teacher and two students discussing the things that make them happy.

Overview

Please review our child safeguarding statement before you begin.

In this reflection lesson, learners will think about how the online content that they consume and engage with may affect their feelings and well-being. They will look at what online content makes them feel good—those that ‘fill their bucket’—and the content that may detract from their sense of wellbeing.

This lesson aligns with and promotes several principles from the United Nations Convention on the Rights of the Child, including the right to mental and emotional wellbeing (Article 24), and the right to freedom of expression and safe participation (Article 13). Through this lesson, children are supported in making informed, healthy decisions about their online lives, contributing to their overall rights to safety, wellbeing, and responsible access to information.

Estimated time: 80 minutes (or two 40 minute sessions).
A digital license poster for ESmart.

This lesson is part of the FREE digital licence program

Essential digital citizenship and online safety skills for primary school-aged learners.
Supported by the Australian Government
Curriculum aligned, educator-led lesson plans
Fun and engaging supporting video content
Reward progress with the printable ‘quest’ map

Learning Intentions

Learners will:
  • Develop an understanding of their right to positive wellbeing when engaging in online spaces.
  • Develop skills and behaviours around being mindful media consumers and creators.

These intentions are evidenced when Learners can:

  • Identify their right to wellbeing when engaging in online spaces or consuming online media.
  • Identify at least one strategy for online media consumption that positively benefits wellbeing, and one that negatively impacts wellbeing.
Educators will:
  • Facilitate reflection on how online activities influence emotions and well-being.
  • Model mindful media use and effective discussion around well-being and digital citizenship.

These intentions are evidenced when educators can:

  • Guide learners to articulate their feelings about various online activities and reflect on their impact.
  • Evaluate the effectiveness of the lesson by assessing understanding of mindful online behaviour and engagement in reflective activities.

Lesson Instructions

eSmart Digital Licence logo with 'Join us on the Quest' branding.
Part 1: Child rights and wellbeing
Introductory discussion

Explain child rights as part of basic human rights, especially those that protect our health, happiness, and safety.

  • Human rights are freedoms everyone has to keep us safe and happy. Children’s rights are extra protections for young people, helping them grow up strong and healthy.
  • Some of these rights relate to the things we watch and do online. The media we use can affect how we feel and impact our wellbeing.
Activity:
  • Visit the UNICEF Australia Youth website (as a class, or individually). Find and download the UNICEF Australia Child Rights poster.
  • Research: Which of these rights could be impacted by the media that you play, watch, read or listen to online?
    • Direct learners to Articles 24 and 13.
  • Discuss: How might the media we share impact other people’s rights?
What is wellbeing?

Create a simple definition of "wellbeing" using the visual cues on the slide. Discuss:

  • How can things we watch, listen to, play, or read online make us feel?
  • Do you think everyone has a right to feel well and be healthy?
  • How does feeling unwell affect our ability to enjoy and use our rights?
How do we know if our wellbeing bucket is full or empty?

What are some clues in our body and emotions that show if our “wellbeing bucket” is full or empty? Encourage learners to share their own experiences and ideas.

Checkpoint: Make it work for everyone

Differentiate the lesson by assessing the discussion. Modify instruction as appropriate, based on whether learners can:

  • Understand the link between their rights and their sense of wellbeing.
  • Contribute to a definition of wellbeing that takes into account actions and motivations.

Options:

  • Play the video “What are Child Rights?” by UNICEF Australia to help unpack the concept of child rights.
  • Discuss motivations and actions (outside of online spaces) that may contribute to wellbeing; for instance, eating nutritious foods, or practicing sports or hobbies.
  • Devise creative/fictional short scenarios based on motivations and actions that may impact wellbeing.

Part 2: What impacts our wellbeing online?
Discussion and mind-mapping

Using the frame provided on Slide 4, discuss how various online activities—watching, listening, playing, and reading—impact their wellbeing. Use open-ended questions and prompts to encourage critical thinking and participation.

For example:

  • What kinds of videos or shows make you feel happy or teach you something new?
  • What kinds of music or sounds make you feel relaxed or energised?
  • What kinds of games help us feel good or learn something new?
  • How can playing with friends online be fun? How can it sometimes go wrong?
  • What happens when we spend too much time playing games?
  • What kinds of things do you like to read online that make you feel good?
  • How do we know if something we read online is true or helpful?
Set up the Wellbeing Bucket poster(s)

Individually or as a class, create a Wellbeing Bucket Poster to help remind learners of the good online choices they can make to improve wellbeing. Each poster should contain a bucket and a bin image, which can be drawn or printed using the visual assets provided.

Using the frame provided on Slide 5, ask learners to fill in three “tickets” that they may wish to add to the bucket and one that they will put next to the bin. Three tickets explain online activities that they will be mindful of to increase their wellbeing; one is something they will avoid in future.

Learners can fill out as many tickets as they like, but the next step will be to choose the best tickets to add to the poster(s).

Checkpoint: Check understanding

Observe activity participation. Modify instruction if learners struggle to:

  • Explain how the media they engage with online impacts wellbeing, positively or negatively.
  • Conceptualise the benefits of media, as well as the potential negative impacts.

Options:

  • Ask learners to create a "Wellbeing Online Checklist" with their favorite positive actions for watching, listening, playing, and reading. This can help reinforce the discussion and encourage thoughtful online behaviour.
  • Use the “Top-up” worksheet to help unpack tricky terms such as “wellbeing” and “media”.

Exit pass

In-class activity with an optional  homework option.

Assemble the poster(s)

Ask each learner to prioritise their best tickets - one for the bucket, and one for the bin - that they will add to the poster.

Optional:

Send a worksheet with the tickets home to families. Ask parents/carers or other trusted adults to write their own tickets that can be discussed in class and added to the poster.

Checkpoint: Learning intentions & success criteria

Assess the “Exit pass” to ensure learners have met the following success criteria:

Identify their right to wellbeing when engaging in online spaces or consuming online media.

Identify at least one strategy for online media consumption that positively benefits wellbeing, and one that negatively impacts wellbeing.

Next steps:

If some learners didn’t meet the criteria, do the “Top-up” activity in the following section. Discussion about the lesson’s themes can be continued at home, by setting the extension task as homework.

Important Note:

If this lesson is part of the eSmart Digital Licence, you’ll need to ensure that all learners have met the success criteria before accessing the Digital Licences.

(Optional) Top-up or extend the lesson
Top-up the lesson

For learners who need more help meeting the learning intentions & success criteria.

Using the worksheet provided on Slide 7: Find words related to this topic listed on the worksheet. Match each term to its correct definition from the options provided. Write a sentence for each term to demonstrate its meaning in context.

Extend the lesson

Ask learners to write a letter to their future selves using the frame provided on Slide 8. They will describe what they are doing to stay healthy and happy, such as limiting screen time, choosing positive media, or taking breaks. They will use the United Nations Convention on the Rights of the Child (UN CRC) poster to identify the rights they are upholding, such as the right to safety, education, privacy, or play.

Resources

Resources

Download all

Lesson instructions

Download

Educator lesson notes

Download

Slides

Download

Classroom display resources

Download

Top-up activity worksheet

Download

Poster: United Nations Convention on the Rights of the Child

Download
The flag of the Australian Aboriginal people, featuring a black top half, a red bottom half, and a yellow circle in the center.The flag of the Torres Strait Islander people, featuring a blue field with green borders and a white dancer's headdress in the center, over a white star.
The Alannah & Madeline Foundation acknowledges and pays respect to the many First Nations and Traditional Custodians of the land and waters where we live, work and provide our services. We recognise and celebrate their spiritual and ongoing connection to culture and Country. We pay our respects to all Elders past and present, and with their guidance are committed to working to ensure all Aboriginal and Torres Strait Islander children and young people are safe and inspired with the freedom to flourish.
The Foundation adheres to the Victorian Child Safe Standards and the National Child Safe Principles. We are committed to promoting and prioritising child safety and uphold the rights of children and young people to be safe. View our Child Safeguarding - Policy & Framework.
© 2025 Alannah & Madeline Foundation. All rights reserved.