Class pack: The Guardians (11 lessons)
1. The lessons of the track
| ID | Lesson | Level | For the parent | Plan |
|---|---|---|---|---|
| DB-PZ-01 | The Building's Senses | Explorer | guide | plan A |
| DB-PZ-02 | I Sense, I Think, I Signal | Explorer | guide | plan A |
| DB-PZ-03 | The Camera's Eye | Explorer | guide | plan B |
| DB-PZ-04 | Smoke and Heat | Explorer | guide | plan C |
| DB-PZ-05 | Key, Code, Card | Tinkerer | guide | — |
| DB-PZ-06 | Mine and Ours | Tinkerer | guide | plan B |
| DB-PZ-07 | The Centre That Never Sleeps | Tinkerer | guide | — |
| DB-PZ-08 | Project: The Smart Classroom | Creator | guide | plan C |
| DB-PZ-09 | My Face, My Rights | Tinkerer | guide | plan B |
| DB-PZ-10 | Smart Devices at Home | Tinkerer | guide | — |
| DB-PZ-11 | The Siren and the Message to Everyone | Explorer | guide | — |
2. How to use it
- Plans A, B and C are for a class hour, an interest activity and a safety day. Each takes only “Remember”, a short story and the “No screen” game from several lessons — so 45 minutes are enough. The full lessons are for individual work.
- The Guardians game (46 levels) is the screen version: kagami.bg/en/deca/igri/pazitelite/, with a teacher guide. It can be played with a keyboard only.
- We talk calmly and without scary stories: the child is an engineer, a detective, a group leader. Adults carry the worry.
- Children sign the worksheets with initials or a star — never a name.
Class hour · “The building has senses”
Goal
Children name five “senses” of a building and tell the chain “I sense → I think → I signal”.
Materials
Worksheet 1 (one per child) · pencils · 6–8 slips saying “smoke” and “nothing”. No computer needed.
Minute by minute
| Min. | Lesson · step | What we do |
|---|---|---|
| 0–3 | Goal | Read: “You will be able to say what a building's senses are and how a building gives a signal.” |
| 3–8 | PZ-01 · Remember | Five human senses — show them with your hands: eyes, ears, nose, skin, fingers. |
| 8–23 | PZ-01 · No screen | Sense hunt in the classroom and the corridor — looking only. Worksheet 1: a sign for each sense. |
| 23–38 | PZ-02 · No screen | “The living chain”: children are sensors, one is the brain, one is the siren (claps, does not shout). Swap roles. |
| 38–45 | Circle | Everyone says one sense and what it does. Skill badges — spoken. |
With a screen
With 1–2 computers one group plays level 1 “The House” in the game instead of the hunt.
How you will know it was learned
The child shows three sensors and says which sense each is like; tells the chain in words.
Interest activity · “Cameras and me”
Goal
Children explain field of view and blind spot, when a camera needs a sign, and what their rights are when they are filmed.
Materials
Worksheet 3 · empty cardboard tubes · a torch (only with an adult) · felt-tip pens.
Minute by minute
| Min. | Lesson · step | What we do |
|---|---|---|
| 0–3 | Goal | “You will understand what a camera sees, why it has a sign and what you can ask for.” |
| 3–15 | PZ-03 · No screen | A cardboard camera: one child looks through the tube, the others look for the blind spot. The torch — only at the floor. |
| 15–27 | PZ-06 · No screen | Worksheet 3: each pair draws its own sign — “A camera is watching here · Looked after by: … · Why: …”. |
| 27–40 | PZ-09 · No screen | “My rights” cards: to know, to see, to ask for erasure, to object, to tell an adult. The children match situations to rights. |
| 40–45 | Circle | “Which right will you remember?” — everyone says one. |
With a screen
With computers the groups play levels 2, 23 and 27–30 in the game.
How you will know it was learned
The child shows a blind spot, draws a sign with the three things and names at least three rights.
Safety day · “Our plan”
Goal
Children tell a smoke alarm from a heat alarm, show two ways out and assemble a class plan with roles.
Materials
Worksheet 2 · a big sheet for the class plan · felt-tip pens.
Minute by minute
| Min. | Lesson · step | What we do |
|---|---|---|
| 0–3 | Goal | “Today we make the class plan.” |
| 3–12 | PZ-04 · Example | A smoke alarm is for rooms, a heat alarm for the kitchen. The rule: get out · stay out · an adult calls 112. |
| 12–25 | PZ-04 · No screen | Worksheet 2: the class's adventure map — two ways out and the meeting point. |
| 25–40 | PZ-08 · No screen | The class plan: ceiling, “Exit” sign, scheme, corridor, yard; roles — leader, last one, counter. |
| 40–45 | Walk | With the teacher we walk the route slowly and count the doors to the stairs. |
With a screen
With computers the groups play levels 4, 15 and 16 in the game.
How you will know it was learned
The plan has five parts and three roles; the child shows a second way out.
Find and mark. Look only!
| Where | Sign (👁️ 👂 👃 🖐️ ☝️) | What it notices |
|---|---|---|
Draw the room, the two ways out in two colours and the meeting point.
The meeting point outside: ________________
Draw a camera sign and fill in the three lines.
A camera is watching here.
Looked after by: ________________
Why: ___________________________
For the adult
Before the lesson
Read the plan and the parent guides of the lessons. Prepare the worksheets. Choose a place in the room where the children can move calmly.
During the lesson
Each child chooses a role or just watches. Praise the effort and the explanation. If a child shares a worry — listen calmly and talk to the parent.
After the lesson
Press “We did the lesson” — the count is aggregate, with no names.
Answers
Sheet 1: camera — eye, intercom — ear, smoke alarm — nose, heat alarm — skin, magnet on the door — touch. Sheet 2: two ways and a meeting point outside. Sheet 3: the sign says there is a camera, who is responsible and why.
Safety
- We only look at sensors and cameras — we do not touch them, do not open devices, do not climb on chairs.
- No experiments with fire, smoke or electricity. In a real emergency, adults call 112.
- The torch — only at the floor and walls.
- We do not film the children and do not collect names.
Licence CC BY-SA 4.0 · Children's Library, East Accelerator Foundation, 2026.