Teaching about scam calls to students

Teachers & homeschoolers · Lesson plan · Updated October 1, 2026 · LearnLife Editorial

What grade levels should be targeted, and what learning objectives and timing fit best?

This lesson plan is designed primarily for students in grades 3 through 8, with guidance on adapting it for younger or older learners. For elementary students (grades 3-5), focus on basic recognition of scam calls and safe response behaviors. For middle school students (grades 6-8), integrate more critical thinking about why scams happen and how scammers try to trick people.

Learning objectives include:

• Defining what a scam call is
• Recognizing common tactics scammers use
• Knowing how to respond safely to a suspicious call
• Identifying trusted adults to report to
• Understanding the importance of protecting personal information

The lesson fits within a 45-60 minute session. A suggested timing breakdown helps structure the class:

Teachers and homeschoolers can adjust the timing depending on student engagement and age.

What materials are needed to run this lesson effectively?

The lesson requires only common classroom or home materials, making it easy to implement:

• Whiteboard, chalkboard, or large paper and markers for notes and examples
• Written or printed example scripts of phone calls, including both scam and legitimate calls (these can be created in advance by the teacher or parent)
• Optional: audio recordings of sample calls played through a speaker or computer to simulate real phone calls and add engagement
• A toy phone, real phone, or phone prop to role-play scenarios
• Paper and pencils or notebooks for students to write down their answers or thoughts

Preparing a few example scripts ahead of time is key. For example, a script might say: “Hello, this is the IRS. You owe back taxes and must pay immediately or face arrest.” Or a safe call: “Hi, this is your dentist’s office confirming your appointment.”

Using these familiar props and materials keeps the lesson interactive and grounded in everyday experience.

How to warm up the lesson and engage students initially?

Begin by inviting students to share if they or someone they know has ever received a phone call from someone they didn’t know. Ask questions such as:

• “Has anyone ever gotten a call from someone asking for money or secret information?”
• “What did you do when you got that call?”
• “Have you ever felt worried or confused by a phone call?”

Encourage brief sharing but keep the focus on listening respectfully. This helps students connect their own experiences with the lesson content. Next, introduce the idea that some calls are made by people trying to trick you to steal money or personal details. Explain that today’s lesson will help them learn how to spot these calls and stay safe.

To get students thinking, try an opening question: “If you got a phone call asking for your password, what would you say?”

This warm-up activates prior knowledge and sets a safe space for learning and asking questions.

What are the key points for direct instruction about scam calls?

Start by clearly defining a scam call: a phone call where someone pretends to be trustworthy but wants to trick you to get money or personal information. Explain that scammers can pretend to be all kinds of people — government workers, bank staff, tech support, delivery companies, or even pretend to be a family member in trouble.

Discuss common tactics scammers use, such as:

• Urgency and pressure: “You must pay now or lose your home.”
• Fear: “Your computer is infected and will be shut down.”
• Excitement or rewards: “You won a prize, just give your credit card info.”
• Requests for secrecy: “Don’t tell anyone, this is urgent.”

Explain that scammers often ask for money in unusual ways like gift cards, wire transfers, or cryptocurrency, which are hard to trace.

Emphasize these safety rules:

• Never give out passwords, Social Security numbers, bank details, or other personal info over the phone unless you personally called a trusted number.
• If you get a suspicious call, hang up immediately.
• Do not call back numbers you don’t recognize.
• Always tell a trusted adult (parent, teacher, or guardian) about any calls that worry you.
• Use phone features to block numbers if possible.

Use concrete examples with exact wording students can repeat, such as:

• “I’m going to check with my parents before sharing any information.”
• “I don’t give out personal information on the phone.”
• “I will call the company back using a number I find myself.”

Make sure students understand that scammers may sound convincing but their goal is to trick people.

How to organize a main activity that helps students practice recognizing scam calls?

An interactive main activity is essential. Use role-play or analysis of example calls:

1. Prepare 4-5 short scripts or audio clips that represent different phone calls; include at least two scam calls and two safe calls.
2. Read or play each call for the students.
3. Ask students to work individually or in pairs to decide if the call is a scam or safe.
4. For each call, have students underline or write down specific words or phrases that helped them decide.
5. Invite volunteers to share their reasoning for each call.
6. Discuss answers as a group, highlighting warning signs such as urgency, pressure, or requests for secret info.
7. Practice polite responses students can say, for example: “I need to ask my parents before I give any information.” “Thank you, but I don’t share my password on the phone.” “I will call you back from a number I know.”

This hands-on practice helps students identify scam language and feel ready to respond safely.

Example Script Table

Use this table format to guide students through the practice.

What discussion questions help students reflect on safety and feelings?

After the activity, lead a discussion with questions that promote reflection and reinforce safety habits, such as:

• How do scam callers try to trick people?
• Why do scammers want to make you feel scared or rush you?
• What would you do if you got a scam call at home?
• Who can you talk to if you feel unsure about a call?
• Why is it important not to share passwords or money information over the phone?
• How do you feel about handling phone calls now compared to before this lesson?

Encourage students to speak openly about their feelings, whether that is nervousness, relief, or confidence. Reinforce that it’s always okay to ask for help and that adults want to keep them safe.

How should teachers assess understanding and provide an exit ticket?

To check comprehension, have students complete a brief exit ticket or verbal quiz. This could be:

• Writing one sentence: “If I get a suspicious phone call, I will ______.”
• Answering multiple-choice questions based on scenarios, for example:
• You get a call saying you won a prize but must pay a fee first. What do you do?
• A) Give my credit card number
• B) Hang up and tell a trusted adult
• C) Call back the number immediately

Review responses to identify if students understand the lesson. If misconceptions arise, review key points before ending.

Frequently asked questions

How can I explain scam calls to very young children?

Use simple, clear language and examples they can relate to. For instance, say, “Sometimes people call and pretend to be nice but want to trick you. If you get a call like that, don’t answer or tell a grown-up right away.” Use stories, puppets, or games to make the concept understandable.

What is the best way to teach students to respond to a scam call?

Teach students to hang up immediately, never share any personal information, and tell a trusted adult right away. Role-playing polite but firm responses, such as “I will check with my parents first,” helps students feel more confident handling real calls.

How can parents support teaching about scam calls at home?

Encourage parents to have conversations about phone safety, share what students are learning, and practice scenarios together. Provide them with resources and tips on recognizing scams and reporting suspicious calls to authorities like the FTC.

Why should elementary students learn about scam calls?

Even young children can receive scam calls or be targeted indirectly. Early education builds awareness and teaches safe habits, reducing risks of being tricked or sharing private information unknowingly.

What should I do if a student says they received a scam call?

Listen carefully and reassure them. Advise the student to tell their parents or guardians immediately. If necessary, guide families to report the scam through official channels such as ReportFraud.ftc.gov or the FBI Internet Crime Complaint Center.