PLANNING THE LESSON Sean Hooper

Date: July 5, 2014 Title of the Lesson: Cyberbullying (Grade 4)

Background Information: This lesson would be conducted early in the year before students have had the chance to
experience using technology on a hands-on basis for themselves.
Curriculum Expectations:
Health
C 1.2: identify risks associated with communications technology (e.g., Internet and cell phone use, including participation in
gaming and online communities and the use of text messaging), and describe precautions and strategies for using these
technologies safely.
C1.3: describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g.,
via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding
Language (posters)
3.2: identify an appropriate form to suit the specifc purpose and audience for a media text they plan to create
3.4: produce media texts for specifc purposes and audiences, using a few simple media forms and appropriate conventions
and techniques
The Arts (posters)
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and
experiences
D1.3 use elements of design in art works to communicates ideas, messages and understandings
D2.1 interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey
Learning Skills: Collaboration, Self-Regulation
Assessment Strategies: How will you gather evidence to assess the curriculum expectations?
Observation
Learning Log/Journal
Work Samples
Interview/Conference
Project
Oral Reports
Presentation/Performance
Multimedia Presentation
Test/Quiz
Peer-Assessment
Self-Assessment
Other
What tools will you use to record student achievement?
Rubric
Anecdotal Notes Checklist Other
Indicators: Could have students write a journal about their thoughts on cyberbullying at the end of these activities. Collect
exit cards as well.
Accommodations:
Increase Time
Increase Space
Increase Amount
Decrease
Change
Scribe
Oral Explanation
Peer Tutor/Partner
Use Manipulatives
Include Visuals
Extend
Other
Circulate among groups to make sure all voices are being heard during group work.
Materials/Resources:
Cyberbullying quiz (see below) or computer access for Google Forms version
Poster sized Venn diagram organizer
Stickie notes
Poster labeled How Cyberbullying Makes Me Feel
Lined paper for class rules group assignment
For closure: Rules in contract form for each student, posters for each group (optional)
Personal Notes/Reminders/ Other Considerations:
This set of activities will probably take more than one day. Dont rush the discussions if they are productive. Simply monitor
the time and pick a good stopping point. Then simply pick up the next day with a brief review of the previous days learning.
IMPLEMENTATION OF THE LESSON
Timing Grouping* Lesson Objective:
To set the tone for the school year and our use of technology by reviewing cyberbullying: what it is,
how it afects others, and how we can prevent it.
W S I
5 min. x Introduction:
Write the word Cyberbullying on the board and ask students if they know what it is. After leading a
brief discussion, talk about how we are going to use technology frequently this year. Discuss how
both inside and outside of school, we need to be responsible tech users. Have students take out a
pencil and tell them they are going to take a brief quiz to see if they have ever been a cyberbully.
15 min
15 min.
20 min.
30 min.
x
x
x
x
x
Cyberbullying quiz
There is a cyberbullying quiz found at:
http://www.rcmp-grc.gc.ca/cycp-cpcj/bull-inti/selfasscybull-autoevalcyinti-eng.pdf
Take the questions from this quiz and turn it into a Google Forms quiz which they can answer
anonymously. If possible, give the students the link ahead of time and have them answer the night
before. If not, use access to a class set of computers to answer it together.
Read and discuss the questions together and have students give an honest answer. Afterwards, go
over the information at the bottom. This will emphasize the many forms cyberbullying can take.
Discuss the questions as a class as well. Without telling the class whether they answered yes to
any of the questions, ask: Were there are any examples that surprised you? Use this question to
lead an active discussion.
Cyberbullying vs. In-person bullying
As suggested at https://www.commonsensemedia.org/educators/lesson/whats-cyberbullying-3-5,
post a Venn diagram graphic organizer poster on the board. Label one side In-person Bullying
and the other Cyberbullying. Have students discuss with neighbours briefy, and then lead a class
discussion to fll this chart in.
How does Cyberbullying make us feel?
I have modifed an activity found at the RCMP site to make it work for small groups. Divide students
into groups of 3-5 and give each group a pile of sticky notes. Tell them they will be thinking of
words to express how someone being cyberbullied feels. Have students write one work per sticky
note. Have a large poster board with the title How Being Cyberbullied Makes Me Feel. Once
students have had time, have a group rep come and place the groups stickies on the poster. As
students bring them up, group repeated words together. Share the results as a class. Have each
group share the word they feel is the most powerful.
(As a follow-up after school, the teacher could take the responses and create a Wordle at
http://www.wordle.net/ to post a visual reference of which words came up most often).
Making Class Rules
Now that students have had a chance to identify some cyberbullying situations, compare it to in-
person bullying and understand the consequences, it is time for them to make sure it doesnt
happen. Have students go back into groups and have them come up with 5-8 rules to prevent
cyberbullying. Instruct groups to take their time, think about what is most important as it relates to
this topic, and to be short and concise with their rules. Tell them you will be looking at each groups
rules and adopting the best ones for an ofcial class set.
Have a copy of these rules for yourself as a guide: http://www.rcmp-grc.gc.ca/cycp-cpcj/bull-
inti/docs/cyberbull-cyberintimidoh3-4-6-eng.pdf. Have in mind these as an end guide, but dont
show the students. Let them come up with the rules in their own kid-friendly language. It is likely
between all the groups, all of them will be covered in their own words. If not, feel free to add at the
end by saying, Id like to add one of my own if I could.
For an end of class individual assessment, have each student fll out an exit card to gauge each
students understanding: http://www.rcmp-grc.gc.ca/cycp-cpcj/bull-inti/docs/cyberbull-
cyberintimidoh4-4-6-eng.pdf
Closure: Ofcially signing the rules
Take the combined set of class rules and turn it into a contract for students and parents to sign.
For a follow-up and extension activity on another day, you could assign each group a rule and have
them design a poster for it to be laminated and posted in the classroom.
Another idea would be to make a poster-sized chart of the rules in words, and have each student
sign it, and then laminate and post it.