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Ready, Set, Action! Identify and Report Cyberbullying (Updated!)

This application exercise should be assigned after "Spread the Word." Prevention of cyberbullying for grades 9-12. Students watch video clips and participate in role playing activities in preparation to create their own videos on the prevention and deterrence of cyberbullying.

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:45 minutes

Grades:9-12

Score Type:Mixed Graded

Available Language: English

Vocabulary: Cyber Bullying Prevention, Empathy, Social Responsibility

Primary 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.
Students write 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.
Students learn to not send embarrassing photos of other people.

Secondary Objectives:

Students demonstrate originality and inventiveness in work.
Students develop, implement, and communicate new ideas to others.
Students are open and responsive to new and diverse perspectives.
Students acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
Students exercise sound reasoning in understanding. Students makes complex choices and decisions.
Students understand the interconnections among systems.
Students articulate thoughts and ideas clearly and effectively through speaking and writing.
Students demonstrate creative thinking, constructs knowledge, and develops innovative products and processes using technology. Students applies existing knowledge to generate new ideas, products, or processes.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students interacts, collaborates, and publishes with peers, experts, or others employing a variety of digital environments and media.
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students understand and use technology systems.

Subjects:

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Bullying and Harassment

Library Media > Information Technology > Internet > Bullying and Harassment

Bullying and Harassment

Technology Education > Information Technology > Internet > Bullying and Harassment

Development of Safe Interactive Environments

Technology Education > Information Technology > Internet > Development of Safe Interactive Environments

Empathy

Language Arts > Life Skills Daily Life > Appreciate Diversity > Empathy

Ethics

Technology Education > Information Technology > Digital Communications > Ethics

Internet Attacks and Abuse

Library Media > Information Technology > Internet > Internet Attacks and Abuse

Internet Attacks and Abuse

Technology Education > Information Technology > Internet > Internet Attacks and Abuse

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

On-line Etiquette

Technology Education > Information Technology > Basic Operations and Concepts > On-line Etiquette

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

Problem Solving

Language Arts > Life Skills Daily Life > Problem Solving

Safety

Library Media > Information Technology > Internet > Safety

Safety

Technology Education > Information Technology > Internet > Safety

Student Presentations

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

Video Production

Language Arts > Communication > Multimedia Usage / Production > Video Production

This application exercise should be assigned after "Spread the Word."

	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.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.3.d	Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
S.4.a	Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
S.4.d	Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
S.5.a	Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b	Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.5.c	Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
S.7.d	Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

CCSS

ELA-Literacy.RI.11-12.7	Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
ELA-Literacy.SL.11-12.2	Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
ELA-Literacy.SL.11-12.5	Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
ELA-Literacy.SL.9-10.5	Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
ELA-Literacy.W.11-12.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELA-Literacy.W.11-12.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
ELA-Literacy.W.11-12.5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
ELA-Literacy.W.11-12.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELA-Literacy.W.9-10.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELA-Literacy.W.9-10.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
ELA-Literacy.W.9-10.5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
ELA-Literacy.W.9-10.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Aligned to National and State Standards

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