Name
Stand Up, don't stand By - fighting cyberbullying
Topic
Internet safety/cyberbullying
Learning time
5 hours
Designed time
5 hours
Size of class
20
Description
Students will learn how to stay safe online. This particular lesson design deals with cyberbullying.
Aims
online. They will know what cyberbullying is and what to do when they have to deal with it.
Outcomes
Knowledge, Comprehension, Application
Editor
Shelearner
Edit
What is Cyberbullying?
60 minutes)
  • Read Watch Listen
    5
    1
    1
    Introduction of the topic. Teacher hands out white sheets of paper, then tells the students to crumple the paper, trample on it, but not break it. Then the teacher asks the students to unfold the paper and bring it back to its original state. Students find that this is impossible - the paper remains crinkly and lined - the teacher makes the link with emotional damage done by bullying.
  • Read Watch Listen
    12
    20
    0
    Students are grouped together in a semi-circle and watch the video 'let's Fight it Together. http://www.digizen.org/resources/cyberbullying/films/uk/lfit-film.aspx
  • Discuss
    12
    20
    0
    After having watched the video, students will discuss what they have seen. Instead of asking the questions, the teacher asks each student to come up with a question for the group. This way everyone is more actively involved in the reflection process.
  • Investigate
    15
    2
    0
    In groups of two, the students are asked to research and determine what exactly cyberbullying is.
  • Produce
    16
    1
    0
    The students write a short post about the topic of cyberbullying on their blog. The teacher asks the students to include their personal opinion on cyberbullying. For this we are using the Kidblog accounts. ( www.kidblog.org)
Notes:
Digizen.org has tons of valuable background info for teachers. Parents should be informed before starting the unit - a great range of resources on cyberbullying for parents can be found on www.commonsensemedia.org
Resources linked: 0
What is a Bystander?
60 minutes)
  • Read Watch Listen
    3
    20
    0
    Now that we have identified what cyberbullying is, we are taking a closer look at the roles of cyberbully, bystander and victim. Students sit again in the semi-circle and first watch the short interview with the the bully.
  • Discuss
    5
    20
    1
    Teacher asks questions about the interview; why do you think she behaved this way? Do you think she was aware of the fact that she was bullying? The teachers asks what questions the students have, and stimulates a groups discussion. Teacher can use the sheet with questions (link attached)
  • Read Watch Listen
    3
    20
    0
    We watch the next short interview, this time with the victim.
  • Discuss
    5
    20
    1
    The discussion continues - the teacher asks questions like; What would you have done in this case? Again a group discussion is stimulated. Teacher can use the sheet with questions (link attached)
  • Read Watch Listen
    3
    20
    0
    The group watches the interview with the victim's friend. The term 'bystander' is introduced
  • Discuss
    11
    20
    1
    The teacher asks what a 'bystander' is and whether being a bystander is the same as bullying. Teacher can use the sheet with questions (link attached). A final discussion on this topic takes place among the group members.
  • Produce
    30
    1
    0
    The students finalise their blog posts that they worked on in the last lesson and write a new post on the topic of bystanders, titled; 'standing by or standing up' The rest of the lesson is used to work on the blog. Students are asked to find suitable images to add to their blog posts, using Creative Commons licensed pictures.
Notes:
Teacher introduces: 'stand up, don't stand by'
Resources linked: 0
Anti-Cyberbullying campaign
60 minutes)
  • Investigate
    5
    18
    0
    Students do the quiz: 'are you a cyberbully?'
  • Collaborate
    20
    4
    1
    In groups of 4, students are told to create an anti-bullying campaign campaign, making interactive posters on Glogster. The campaign has to be aimed at lower secondary students (year 7,8) and will be judged by exactly this age group. About half of the lessons is spent on the design of the poster - the group needs to work closely together, come up with a theme and approach, and divide research and design tasks.
  • Produce
    25
    4
    0
    A large part of the time is spent on creating the poster in Glogster.
  • Discuss
    10
    20
    0
    The groups send a link of their Glogster to the teacher, who shows the initial results via the interactive whiteboard. The groups give each other feedback, based on effectiveness and design.
Notes:
Make 20 copies of bystander-quiz sheet Teacher needs to organise a peer-jury for the next lesson, so that the winner can be selected.
Resources linked: 0
Cyberbullying: Numbers and charts
60 minutes)
  • Investigate
    20
    2
    1
    In groups of 2, students are asked to investigate the numbers behind cyberbullying. How many children are affected? Is the problem larger in cities than in rural areas? How many victims ask for help? Have the numbers gone up or down in the past 10 years? The students are told to post all their questions on Padlet, where they can be shared and sorted. In the same teams, the students choose three questions each to investigate further.
  • Collaborate
    30
    2
    0
    Once they have the answers to their three questions, they use Piktochart to create infographs in order to visualise the numbers behind their questions. These infocharts will be part of the anti-cyberbullying campaign.
  • Discuss
    10
    20
    0
    The last 10 minutes are used to share the piktocharts via the interactive whiteboard (the links are sent to the padlet used earlier).
Notes:
The students are already familiar with Padlet and Piktochart, and use a class-account for the latter.
Resources linked: 0
Cyberbullying wrap-up session
60 minutes)
  • Collaborate
    30
    20
    0
    Students will use he first half of the lesson to finalise their work, including the piktocharts and the Glogsters. They will post the links of these products on their blogs, and add short descriptions of their work.
  • Practice
    30
    20
    0
    In groups of four, students use the IWB to show their blog, including the links for Piktochart and Glogster. Using these elements, they explain about Cyberbullying to an audience of 7th and/or 8th graders.
Notes:
This is the final lesson. Peer reviewers are asked to vote on the presentations afterwards, using the Tricider tool.
Resources linked: 1

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.