Lesson Plan - Understanding the Cycle: A Lesson on Cyber Bullying Recognition (Digital)

Lesson Plan - Understanding the Cycle: A Lesson on Cyber Bullying Recognition (Digital)

Description

Students come to understand that cyber bullying is a cyclical pattern of behavior initiated and perpetuated through electronic means. They closely examine a scholarly definition in order to identify the roles in a cyber bullying situation, distinguish cyber bullying from social conflict, and determine the power of the upstander in breaking the cycle.

Lesson Overview

Digital communication is a way of life for the average middle school student. Social networks and messaging apps encourage interaction, self-expression and the sharing of media. However, without the skills to recognize the attitudes and actions that trigger the cycle of cyber bullying, young people may find themselves trapped in a cyber-bullying situation. Given the widespread use of mobile devices among middle school students, this lesson presents timely instruction on cyber bullying awareness; the first step toward prevention. Whereas traditional bullying is limited to time and place, cyber bullying occurs around the clock, extends beyond school grounds, and intrudes upon the safe places where a student would normally find escape such as home.

Digital instructional content provides information on the characteristics of bullying behavior, the roles of the parties involved in a cyber bullying situation, and the features of technology that enable the negative cycle of cyber bullying to occur. Formative assessments are embedded throughout the presentation. After students have viewed the digital presentation, support their learning with a follow-up discussion. Offer students the opportunity to collaborate and demonstrate their understanding of the cyber bullying cycle through the completion of a project which promotes the positive use of technology. Implement reinforcement activities based on instructional needs and available time.

Note: Mitigate liability regarding student data privacy. Be sure to obtain parent permission and administrative approval before using commercial sites and apps in the classroom. Obtain administrative approval and parent permission through www.isafedirect.com

Lesson Objectives

Upon completion of this lesson, students will be able to:

define cyber bullying
identify cyber bullying attitudes and actions
examine the features of communications technology that enable cyber bullying to occur
describe the roles of the parties involved in a cyber bullying situation
assess the impact of negative online actions
prepare a persuasive presentation that promotes the positive use of technology

Set-Up & Preparation

• Review the digital lesson and teacher guide.
• Download and print resources.
• Set up student access to digital resources.
Give students access to digital resources using one of the methods below based on your school/classroom
technology setup.

EdBrowser:
This method allows teachers to preview the lesson, or to present the lesson to the entire class.
1. Sign in to EdBrowser.
2. Select the desired digital resource.
3. Open the file.
4. Preview the lesson or present to students as a class.
Teachers may also use EdBrowser to search for the lesson and download ZIP folders for local install or use in
a SCORM compliant LMS as outlined below.

Local Install:
1. Sign in to isafe.org
2. Locate the Cyber Bullying module for grades 6-8.
3. Download and save the Local Install ZIP folder for Understanding the Cycle: Cyber Bullying Recognition.
4. Unzip and save the file in the desired location on the computer or school network.
5. Double click the index icon to open and play the digital content.

Learning Management System:
Digital assets are built with SCORM compliant technology.
1. Sign in to isafe.org
2. Locate the Cyber Bullying module for grades 6-8.
3. Download and save the SCORM ZIP folder for Understanding the Cycle: Cyber Bullying Recognition.
4. Upload the ZIP file to the school or district Learning Management System (LMS). Do not unzip or move
any of the files inside of the ZIP folder. Upload as a single package. Students will be able to access the
content from their learning portal.

Note: Mitigate liability regarding student data privacy. Be sure to obtain parent permission and administrative approval before using commercial sites and apps in the classroom. Obtain administrative approval and parent permission through www.isafedirect.com

About Lesson Resources

Digital Resources

Digital resources provide teachers with media based learning objects for blended instruction and flipped learning models. This digital asset illustrates the central lesson through an age-appropriate scenario, provides instructional content to enable understanding of the concepts presented in the scenario, and includes lesson activities to measure student learning.

Digital Lesson: Understanding the Cycle: Cyber Bullying Recognition

Printable Resources

These resources offer flexible implementation options for educators and are useful for reinforcement. Utilize these resources based on the classroom technology set-up, instructional methods and time allotted for digital citizenship education.

Think About It
Students write short answers to critical thinking questions about cyber bullying. Use this worksheet to prompt class discussion.
Guided Practice
Using the graphic organizer, students examine the features of a communications technology and describe both the positive and negative ways to use a particular social tool. Students use the information to explain how the misuse of the tool might impact the cyber bully, target, and audience.
Cyber Bullying Quiz
The short quiz on content from the digital presentation Understanding the Cycle measures student knowledge and understanding.
Persuasive Writing Template
The graphic organizer aids in the writing process for the persuasive article on responsible use of technology.
Project Storyboard
The storyboard template is provided for students to map out their media-based presentations to bring awareness of the impact of cyber bullying behavior, and to promote positive online interaction.
Teachers: Submit student work to the ISAFE community at advisoryboard@isafe.org.

Introduction

Introduce the lesson:

Distribute the Student Handout 1 - Worksheet: Think About It: Cyber Bullying Cycle. Students will record their response and discuss their answers as a class. This handout establishes a baseline of knowledge and understanding on the subject of cyber bullying.
Ask students to rate the importance of recognizing cyber bullying behavior on a scale of 1-5: 1 = unimportant; 5 = highly important
Invite students to elaborate on their response. Invite students to share their own experiences involving mean or hurtful text messages, and the posting of negative comments online. Create a safe space for sharing personal experiences. Students should not identify the names of those involved in the situation including other students.
Remind students that when people are not careful while using technology to communicate, they can find themselves in a cyber-bullying cycle.
Introduce the Lesson Plan - Understanding the Cycle: A Lesson on Cyber Bullying Recognition (Digital).
Instruct students to follow along with the digital lesson presentation.
Tell the students that, using this information about the cyber bullying cycle, they will learn how to recognize the attitudes and actions that lead to cyber bullying, and how to help others become aware of this serious issue.

Lesson Sequence

Follow Along with Understanding the Cycle: Cyber Bullying Recognition

Students follow along with the digital presentation on cyber bullying awareness and recognition. Encourage students to take notes.
Follow-Up Discussion: Think About It

Ask the students a series of questions. Use the questions from the Student Handout 1 - Worksheet: Think About It: Cyber Bullying Cycle to prompt discussion. Provide an opportunity for students to further inquire about cyber bullying recognition since these questions will guide further research on the topic and engage student interest about an issue that is relevant to their everyday lives. Discuss the common misunderstandings that young people make when using technology. Emphasize empathy, respect, kindness, and consideration.

Conclude discussion:

When we communicate with others through electronic means, we are looking at a screen rather than looking directly at the person (or people). People are more likely to say and do things through digital communication than they would otherwise say and do in person. Therefore, we must consider our attitudes and actions, have empathy and show respect.
Guided Practice

Working in small groups, students examine the features of a digital communications technology and describe the positive uses for a social tool. Then, students describe how the features could enable cyber bullying behavior. Students will write a paragraph to explain the impact that the misuse of this tool could have on the cyber bully, audience, and the target. Examples of digital communications technologies include text messaging, messaging apps, social networks, e-mail, chatrooms, discussion boards, media-sharing sites, MMORPG and virtual worlds, etc. Students should choose a site, app or service that is familiar or that they can relate to the digital drama and social problems on campus.
Cyber Bullying Quiz

Students will answer questions about the content of the lesson on cyber bullying. Review and discuss student response to quiz questions.

Wrap-Up

Conclude the lesson with review and reflective writing.

Review the four characteristics of cyber bullying behavior:

Aggression – a hostile or destructive behavior or attitude
Intention – a purpose or goal that guides a person’s actions
Ongoing Cycle/Repetition – continuing to exist, happen or progress without reaching an end; a repeating set of events or actions
Unequal Power –Unequal means “not equal” in size, number or ability; Power refers to the ability to influence the behavior of others or the course of events: social power; psychological or emotional power; physical power

Prompt students to distinguish between cyber bullying and social conflict using the “four characteristics” in their explanations and to cite examples, either from the scenarios described in the digital lesson, or their own illustrations.

Ask: How is cyber bullying different than social conflict?

Sample Student Response: Social conflict entails opposing ideas and even aggression, intention and some repetition, yet both sides of the conflict demonstrate equal power, and the situation may result in conflict resolution. On the other hand, in a cyber bullying situation, the power differential between those that bully and the target of bullying is unequal. (Students may refer to the scenarios in the lesson.)

Point out that cyber bullying may arise from social conflict.

Prompt students to identify the distinguishing factors between bullying and cyber bullying by posing the following question:

Why is cyber bullying a unique form of bullying?

Physical bullying is limited to time and place whereas online bullying can occur from anywhere at almost any time.
Electronic devices and network computers keep a digital record.
Digital content can be searchable on the Web.
Digital content is easy to share. Thus, messages and posts can quickly spread to a large audience.
A person that is bullied online may feel that the situation is inescapable.
Lack of non-verbal cues contributes to misunderstandings and lack of empathy.

Invite students to identify the causes and effects of cyber bullying.

Review the roles in a cyber bullying situation:

cyber bully - someone who uses electronic devices and the Internet to hurt, humiliate, or frighten another person.
target - the person that a cyber-bully, or group of cyber bullies, chooses to hurt, humiliate, frighten, or embarrass.
bystander – a person that sees cyber bullying take place online or finds out that someone has been a target of cyber bullying.
upstander – someone who helps the target of cyber bullying. An upstander shows empathy, kindness and respect for the person who is bullied.

Reflect and Connect

Instruct students to reflect on what they have learned about the cycle of cyber bullying and to make meaningful connections to their lives by writing their response to the prompt.

Writing Prompt: What is the role of the audience in the cyber bullying cycle? How might a person contribute to the problem of cyber bullying? How might a person break the cycle of cyber bullying?

Empowerment

Empowerment Activities

Positive Persuasion

Students may work independently or in collaborative groups. Use the persuasive writing template as a guide. Students may begin the writing process in groups and complete the project as a take-home assignment.

Students will use their understanding of the cyber bullying cycle to write a persuasive article for ISAFE’s student community newsletter. The task is to convince an audience of secondary students to use technology in positive ways, rather than in hurtful and harmful ways. Students are to support their arguments with evidence, reason, and research. Ensure that student identities are protected in any personal anecdotes. Send student work to advisoryboard@isafe.org.
Digital Storytelling

Students use the Student Handout 5 - Empowerment: STRR Avatar Storyboard Template to illustrate a key concept or principle in the lesson Understanding the Cycle. Examples:
- illustrate cyber bullying cycle using character dialogue to unfold a sequence of events
- demonstrate how bystanders and participants are part of the problem whereas upstanders are part of the solution
- distinguish cyber bullying from social conflict or show how cyber bullying stems from social conflict
- compare and contrast cyber bullying with bullying in the face-to-face world
Multimedia Option: Student may choose to create an Avatar with an app like Voki Classroom or site.*
Media-based Presentations

Student may choose to create a PSA or short form documentary on cyber bullying. If students use an app or screen recording software to capture a dramatization of a cyber-bullying situation, be sure that the students’ names and profile images are blocked out to protect their identities. Encourage student creativity while following school policy and guidelines. Students under the age of 13 are not authorized to interact on social networking sites without direct supervision from teacher or parent. Students use a digital program such iMove, WeVideo, or animation programs such as PowToons or Common Craft to build their presentations.*

*When using commercial and educational sites, apps or software, mitigate liability issues by verifying parental consent. In addition, be sure to obtain necessary authorization from administrators and parents prior to incorporating sites or apps into the learning experience. Visit www.isafedirect.com for more information.

Students over age 13 can register as Change Agents to impact their communities at www.idrivetvonline.com

Teachers of students under the age of 13 can register as a teacher representative.

Youth Empowerment: Leave Your Mark

iDrive is the Youth Outreach and Empowerment program of ISAFE. Students, age 13+ can register as an iDrive Agent and participate in a number of campaigns and initiatives. Students under the age of 13 can participate in iDrive initiatives given that the teacher registers as the representative of their students under the minimum age requirement. As iDrive Agents in Training, middle school students engage in project-based learning activities to share with other classrooms that are part of the ISAFE community. By providing students with an authentic audience, they gain a greater sense of purpose for their digital citizenship and e-safety projects and presentations.

Teachers and students over age 13 register at www.idrivetvonline.com

Lesson Plan - Understanding the Cycle: A Lesson on Cyber Bullying Recognition (Digital)

Lesson Plan - Understanding the Cycle: A Lesson on Cyber Bullying Recognition (Digital)

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Teacher Reference Page - Quick Guide to Digital Programming: Delivery Methods & Instructions

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