Advisory
Lesson Plan - Cyberbullying
Title: Cyberbullying and driving
internet safety
Objective:
SWBAT define cyberbullying and determine
instances in which they have experienced, seen, or heard of cyberbullying
either in their personal lives or in the media.
SWBAT identify consequences of cyberbullying
and how it negatively affects the larger community.
SWBAT construct an action plan for tackling
the issue of cyberbullying and how they will all become “safe-internet
advocates”
Appropriate
Grade Level:
7-8th
Timeframe: 3-45 minute lessons
Materials
Needed:
Projector, computer, handouts, graphite pencils, post-it notes, poster, markers, speakers
Day 1
1.
Do Now: (10 minutes)
- Students will
list 10 ways in which they use they communicate electronically or use the
internet and write how often they use each one of these methods. (i.e.
social media platforms, texting, blogs, etc.)
- Students will
realize not only how many different types of platforms they use but how
often they use all of these.
.
2. Internet fingerprint activity: (15 minutes)
- Goal: Students
will know that every time they communicate online they leave a
fingerprint. There is no such thing as anonymous communication.
- Instructions:
Students will rub a graphite pencil on a piece of paper. The student will
then rub their finger in the graphite until their finger is coated with
the graphite. The student will then place their finger which is coated
with the graphite on a post-it note. The students will then look at their
finger print and compare their finger print to other finger prints in
their class by posting sticky note on class poster in front of room. The
students will realize that their finger print is different than others in
their class. The students are then asked to erase the finger print so that
it can’t be seen. (this is impossible)
- The
teacher will then discuss how every source of the internet connection
leaves a “fingerprint”. Therefore, every time you communicate on-line, you
leave a finger print. The finger print cannot be erased
3. Discussion: (15
minutes)
- Teacher
will give students 4 minutes to reflect on the fingerprint activity and
Think-Pair-Share with a partner on how knowing this about online
communication impacts “internet safety”
- Class
will come together and partners will share key points for how students can
protect themselves and others when communicating online.
4. Exit Slip: (5 min)
·
Students
will come up with three rules based on the discussion for how students can be
safe when communicating online.
·
Teacher
will compile these rules after class and write up a classroom set of rules for
online safety to be posted at the beginning of the next lesson.
Day 2:
1.
Reviewing Classroom Internet Safety rules: (10 minutes)
- As students
enter they will see the new classroom set of internet safety rules posted.
Teacher will have students read out each of the rules. Students will be
able to add input of wording or suggest rules they really believe in which
aren’t on the board. At the end of this session the rules will be
finalized and students will sign the bottom to show their acknowledgement.
2. Am I a cyberbully?: (10 minutes)
- Students will
complete a worksheet from the following source: http://www.stopcyberbullying.org/teens/are_you_a_cyberbully.html.
- Worksheet guides
students to discover real-life examples of cyberbullying and forces them
to see how many of these they themselves are doing/experiencing now.
3.
Defining cyberbullying: (15)
·
Teacher
will ask whole group what they think cyberbullying is overall after completing
the worksheet and what characteristics define it. The following points will be
used to guide students’ thoughts.
·
"Cyber-bullying"
is when a child, preteen or teen is tormented, threatened, harassed,
humiliated, embarrassed or otherwise targeted by another child, preteen or teen
using the Internet, interactive and digital technologies or mobile phones.
·
The
methods used are limited only by the child's imagination and access to technology.
And the cyber-bully one moment may become the victim the next.
·
The
kids often change roles, going from victim to bully and back again.
·
Children
have killed each other and committed suicide after having been involved in a
cyber-bullying incident.
4.
Exit Slip: (10 minutes)
·
What
was your score on the cyberbully worksheet? If it was above 11 what are three
things you can do to lower your score? If it was below 11 how can you be a
stronger safe internet advocate? List at least four ways for either question.
Day 3
1.
Responses to cyberbullying: (15 minutes)
·
So
far we have discussed different types of cyberbullying, right now write down 4
different ways that you think students respond to cyberbullying. (Do Now, 5
minutes)
·
Teacher
will debrief these ways with the class and write down a T-chart poster of
positive and negative responses. These key positive responses should be
included:
•
Taking
5 - “Drop the Mouse! And step away from the computer and no one will get hurt!”
•
Blocking
communication with the cyber bully
•
Deleting
messages without reading them
•
Talking
to a friend about the bullying
•
Reporting
the problem to an Internet service provider or website moderator
3. Cyberbullying as a larger issue: (20 minutes)
- Students will
watch on projector using teacher’s laptop one news-clip on recent
cyber-bullying story that gained national attention. (Possibly on Tyler
Clementi)
- Teachers will
print copies to have students read one recent news article describing
bullying, hopefully a local situation.
- Cases will demonstrate
dire consequences for both bully and victim.
- Ask/list with
students: What are the consequences of cyberbullying? How are both victim
and bully affected? How was the larger community affected by these issues?
4. Exit Slip and
Reflection: (10 minutes)
·
Now
that we know positive responses to cyberbullying and the impact that these
responses can have in our larger community please write about one experience
you’ve had whether you were the bully, victim, or bystander. What were your
actions? How did your actions affect the larger community? What actions could
have taken and how would these have changed the outcome for all parties
involved?
·
Responses
should be a minimum of 5 full sentences.
