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This study investigates how opportunities to learn about the ethics of advanced technologies emerged and were negotiated through interaction amongst students and instructors in YPRPT, an out of school STEM learning environment. We present a microethnographic analysis of a single pedagogical activity organized around GeoMedia, a tool we designed to mimic authentic surveillance technologies currently used by numerous law enforcement agencies. Our findings detail how the organization and unfolding of learning in the focal activity created opportunities for students to explore “under the hood” of advanced technologies, and to feel a sense of excitement and awe at the possibilities and perils of social media surveillance. Additionally, our findings show how opportunities to learn were not solely constructed through apriori pedagogical design, but also emerged through in-the-moment instructional decisions and sequences of activity. This study has implications for participatory design possibilities grounded in interdisciplinary collaboration between historically disparate disciplines like computer science and civics.