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Take Two: Recognize and Report Cyberbullying (Updated!)

Cyberbullying - Prevention, Deterring the potential cyberbully, empathy: Students read scenarios and participate in role playing activities in preparation to create videos on the prevention of cyberbullying and deterring the potential cyberbully.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:135 minutes

Grades:6-8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Cyber bullying Prevention, Empathy, Internet, Social Responsibility, Video, Word Processing Software

Objectives:

Students learn about empathy and why it is important for living in society, and what can happen if someone doesn't develop empathy.
Students learn about the harmful effects that cyber bullying can cause.
Student writes a reflection, role playing about how they would feel if the effects of cyber bullying happened to them, and how their parents would feel, to develop empathy for cyber bullying victims.
Students learn that when anonymous or using an avatar, it is still them, and they are held responsible for their acts, and the consequences of what they have done.
Students learn why it is important to act when they know someone else is being cyber bullied.
Students learn from teacher-led class discussion about the consequences of cyber bullying at the school district, state, federal, and civil levels.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Bullying and Harassment

Library Media > Information Technology > Internet > Bullying and Harassment

Bullying and Harassment

Technology Education > Information Technology > Internet > Bullying and Harassment

Digital Citizenship

Library Media > Information Literacy > Student Use - Digital Media > Digital Citizenship

Digital Citizenship

Technology Education > Digital Literacy > Student Use > Digital Citizenship

General / Varied Use

Language Arts > Communication > Multimedia Usage / Production > General / Varied Use

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Internet Safety

Language Arts > Computer Literacy Skills > Personal Use > Internet Safety

Lighting / Camera Angles / Sound / Color

Language Arts > Communication > Multimedia Usage / Production > Techniques > Lighting / Camera Angles / Sound / Color

Negative Impact

Library Media > Information Technology > Internet > Negative Impact

Negative Impact

Technology Education > Information Technology > Internet > Negative Impact

Personal Safety / Use / Online

Science > History / Technology / Social Perspectives > Computer Science > Personal Safety / Use / Online

Plays / Skits / Acting / Role Playing

Language Arts > Communication > Speaking Strategies / Presentations > Performances > Plays / Skits / Acting / Role Playing

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Privacy

Technology Education > Media and Culture > Law and Legal Issues > Privacy

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Responsible Use

Technology Education > Digital Literacy > Student Use > Digital Citizenship > Responsible Use

Safety

Library Media > Information Technology > Internet > Safety

Safety

Technology Education > Information Technology > Internet > Safety

Student Evaluation and Selection of Tools / Software for Task

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task

Student Presentations

Technology Education > Media Production > Multimedia / Video Production > Student Presentations

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet

	EXCEEDS (4)	MEETS (3)	APPROACHES (2)	DOES NOT MEET (1)
Directions and Participation	The student followed all directions and went above and beyond in answering all questions in the assignment.	The student followed all directions and answered all questions in the assignment.	The student followed most directions and answered most questions in the assignment.	The student did not follow directions or answer the questions in the assignment.
Required Final Product Components	The final product includes additional elements to enhance the assignment beyond the required components.	The final product includes all components required by the assignment.	The final product includes most of the components required by the assignment.	The final product does not demonstrate the components required by the assignment.
Organization and Originality	The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.	The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.	The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.	The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application	The final product clearly demonstrates an accurate and deep level of understanding of the concept.	The final product demonstrates an accurate and appropriate level of understanding of the concept.	The final product demonstrates some understanding of the concept.	The final product demonstrates little to no understanding of the concept.

ISTE

S.1.c	Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.2.a	Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
S.2.b	Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.2.d	Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
S.4.b	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.7.a	Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

CCSS

ELA-Literacy.RI.8.7	Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
ELA-Literacy.RL.7.7	Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
ELA-Literacy.SL.6.5	Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
ELA-Literacy.SL.7.5	Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
ELA-Literacy.SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
ELA-Literacy.W.6.6	Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.7.6	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Aligned to National and State Standards

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