Cyberbullying Awareness

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Information Technology

  Program Name: Digital Discoveries in Society

  CIP Number: 0511020111

  Course Name: Digital Discoveries in Society

  Course Number: 9009600

  Course Type: Orientation/Exploration

  CTE Standard(s) or Benchmarks:

  03.04 Describe cyberbullying, its impact on perpetrators and victims and ways to respond.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Suffering in Silence: The Effects of Cyberbullying” See CPALMS resource ID# 209711.

• Career Connection

  
  

  This lesson supports the career building skills of researching, use of technology, oral communication, building positive relationships, collaboration and managing conflict. The focus of the lesson is on cyberbullying, an essential digital literacy skill.

• Learning Objectives

  
  

  Students will be able to:

  • Describe what cyberbullying is.
  • Identify the effects of cyberbullying on victims and perpetrators.
  • Research ways to respond to cyberbullying.
  • Create a PSA to inform the public about ways to respond to, prevent, and report cyberbullying.

• Prior Knowledge

  
  

  Students should be able to:

  • Conduct online research.
  • Work collaboratively.
  • Identify what bullying is.
  • Use digital media.

• Guiding Questions

  
  
  • What are the effects of cyberbullying on the bully and the victim?
  • How does cyberbullying affect someone’s mental health/physical health?
  • What are some ways that people can respond to cyberbullying?

• Procedure

  
  
  1. To introduce the lesson, pose the following question: “What does it mean to be bullied?”
     • Ask students to do a quick write for 2 minutes. Remind students not to write about their personal experiences, but to give a basic definition of bullying.
     • Students can then exchange journals with their shoulder partner and have a short discussion.
     • Teacher can choose to do a whole group share, having students share one sentence or phrase from each pair (if time allows).
     • Teacher will write down similar verbs or adjectives that students use to describe bullying on the board.
  2. Pose the guiding question, “What are the effects of cyberbullying on the bully and the victim?”
     • Next refer to the case study, "Suffering in Silence: The Effects of Cyberbullying.” See CPALMS Resource ID# 209711.
     • Provide students with a copy of the case study to highlight, underline important details or to take notes.
  3. During the reading of the case study, students will take notes on the handout Guided Reading Notes (see attachments) to answer the following guided discussion questions:
     • What are some ways that Anthony is being bullied?
     • Explain the negative effects now and in the future that being cyberbullied could have on Anthony.
     • What are the factors that make Anthony a target for Victor and Marco to cyberbully him?
     • Who could Anthony have reached out to in his community for help?
     • How could Victor and Marco be negatively affected by cyberbullying Anthony?
     • How could this situation with Anthony being cyberbullied have been prevented?
  4. Students can include bulleted answers on their Guided Reading Notes handout that are based on the text to justify their answers to the guided discussion questions.
  5. As students finish, the teacher can choose to collect the handouts and case studies before assigning the student activity.
  6. In pairs, students will research ways to respond to cyberbullying, ways to report it, and organizations that prevent/monitor cyberbullying. Students will record their research on their Cyberbullying Research handout (see attachments). Teacher can choose to provide websites to focus the student research (see Teacher Notes).
  7. Teacher will display handout What is a PSA? (see attachments) and discuss via whole group the main elements and purpose of the advertisement. Teacher will provide handout What is a PSA? as a reference guide.
  8. Based on their research students will work in groups or pairs to create a 1-minute digital version of a PSA informing their community about cyberbullying and presenting the research that they gathered.
     • Provide time for students to work in groups to plan, prepare and publish their PSA. See Teacher Notes for suggestions.
  9. To bring the lesson to a close, teacher can conduct a short whole group discussion on student’s thoughts about Anthony, Marco, and Victor. Student groups/pairs can share their answers or final thoughts.
     • Students will complete an exit ticket by placing a sticky note on a poster/ or section of the board with one resource, tip, or organization they found that can help if they or someone they know are being cyberbullied.

• Teacher Notes

  
  
  • Teacher can provide students with links to start their research. One possibility is stopbullying.gov.
  • For the PSA, teachers can allow students to create the PSA using digital tools in a variety of ways. Some examples include a one-minute live action commercial or video using digital art, a slideshow with audio and transitions, or an audio file with voice and sound clips.
  • This lesson can be split into two lessons and the PSA activity can be done separately.

• Optional

  
  

  Extension Ideas:

  • Students can act out their PSAs and record them using an online platform.
  • Students can write their own outcome of what happens to Anthony, Marcus, and Victor.