Digital Citizenship · TEKS Technology Applications

Digital Citizenship Breakouts

A suite of Critical Thinking Online Breakouts for grades K–8. Students read clues, reason through four locks, and learn to think — not just click — online. Multilingual, and it runs entirely in the browser.

Google Classroom Edition. Every breakout gives students a completion code to turn in on Google Classroom, and you check the codes in one click.How to use it with ClassroomCheck codes
18
Activities
18
Free to use
K–8
Grades
7
Languages

Every breakout — free

Two complete breakouts for every grade, K–8, and all of them are free: fully playable, no login, no license, nothing collected. Share the link and go.

Grades K–2

Grades 3–5

Grades 6–8

Why Critical Thinking Online Breakouts (CTOBs)?

A Critical Thinking Online Breakout (CTOB) is a browser-based digital escape room built for reasoning, not recall. Students read six short clues — one a deliberate decoy — and use them to open four locks. Each lock reveals a one-sentence reason that names why the answer follows from the evidence. There are no logins, nothing is graded, and Start over is always one tap away, so the cost of thinking out loud and being wrong is zero.

CTOBs run on the CLEAR thinking process — a simple critical-thinking checklist students can carry into any claim, message, or source they meet online. Every lock is a small CLEAR rep: the decoy trains students to weigh Evidence and reject a true-but-irrelevant fact; the “strong evidence” lock makes the strong / weak / missing distinction explicit; and the revealed reason models the Response. Digital citizenship is judgment — and CLEAR is how students practice it.

The CLEAR thinking process

A simple critical-thinking checklist. Students walk it on every breakout and can carry it into any claim, message, or source they meet online.

C

Claim What exactly is being said?

  • Make the claim specific.
  • Make it testable.
L

Lens What assumptions am I bringing?

  • What do I already believe?
  • Am I reacting to evidence or past experience?
E

Evidence What supports the claim?

  • Strong: facts, data, direct observations
  • Weak: rumors, impressions
  • Missing: what do I still need to know?
A

Alternatives What else could explain this?

  • Consider other causes.
  • Consider other viewpoints.
  • Avoid oversimplifying.
R

Response What should I do now?

  • Ask a question · gather more information · challenge the claim
  • Document the issue · speak up · wait
Quick reminder: What do I think? Why do I think it? What might I be missing? What should I do next?

Full teacher materials: curriculum guide · scope & sequence · lesson-plan guide · TEKS correlation · UDL & ELPS supports.