digital citizenship project lesson plan

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Title: What is cyberbullying, How do we deal with it, and how can we prevent it? Team Members; Anna Neubauer, Alyssa Anderson, Grayson Bennett Grade: 3rd grade Overall Goal: (Anna) The objective of this lesson is for students to gain an understanding of what cyberbullying looks like, how to prevent it, and what to do when it happens. The idea for this unit stems from the ever-growing phenomenon of social media, and the fact that elementary students will be exposed to it in the future. By starti
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  Title: What is cyberbullying, How do we deal with it, and how can we prevent it? Team Members ; Anna Neubauer, Alyssa Anderson, Grayson Bennett Grade: 3rd grade Overall Goal:  (Anna) The objective of this lesson is for students to gain an understanding of what cyberbullying looks like, how to prevent it, and what to do when it happens. The idea for this unit stems from the ever-growing phenomenon of social media, and the fact that elementary students will be exposed to it in the future. By starting the conversation about cyberbullying at a young age, we can educate students. When students grow older, and social media becomes a large part of their lives, they’ll know how to use it appropriately. Our idea is to devote a day to learning about cyberbullying. We’ll begin with the grabber, which will take place outside. Students will play with glitter and shaving cream in their hands; the shaving cream dissolves, leaving behind the glitter, and this illustrates in a memorable way that comments made on the internet last, like the glitter. Next is an interactive Kahoot game (linked below under Resources), where students will compete with each other to quickly answer questions about cyberbullying. Then, students will sit in groups based on their Kahoot score, and as a class we’ll watch a video on cyberbullying. The section after that will be the Common Sense Media station; students will read one of three articles (one article per group) (all three linked below under Resources) and then read and discuss as a group three scenarios that relate to cyberbullying. Finally, the last station is the board game we created as a group. Students will be divided into four groups, and will spend 15-20 minutes at each station, before rotating to the next one. Afterwards, we will discuss the three scenarios from station 3 as a class, and then answer general questions about cyberbullying. Then the students will write a short, 2 paragraph reflection over the activities to show their understanding of cyberbullying. (Anna) Standards Learning Objective Assessment K-2.IC.1  Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology. Learning Objective #1 Students will be able to describe and identify cyberbullying online. Two paragraph reflection; see rubric below  K-2.IC.2 Identify positive and negative social and ethical behaviors for using technology. Learning Objective #2 Students will be able to describe an appropriate response to cyberbullying when they see it. Learning Objective #3  Students will be able to identify a positive post on social media. Learning Objective #4  Students will be able to identify a negative post on social media. Two paragraph reflection; see rubric below Key Terms & Definitions: (Anna) ●   Cyberbullying; the use of computers, cell phones or other electronic devices to bully a person, typically by sending repeated hurtful messages   ●   Bully; the person behind the screen who repeatedly harasses the victim ●   Victim; the person who is on the receiving end of the hurtful messages ●   Bystander; people who see the abuse happening online Lesson Introduction (Hook, Grabber): grayson I will take the students outside and have them sit in a circle. I will have them raise their hands if they have ever seen something not nice online. When they raise their hands I will ask them if they think it is easy to take down what you say online. I will have them raise their hands and give their thoughts about if it is ever possible to remove something you put on the internet. While they are talking about this I will spray a squirt of shaving cream in their hands and a handful of glitter. I will ask them to rub their hands in and they will soon realize the glitter sticks to their hands even though the shaving cream fades away. This is a fun and engaging activity that will also teach   them a powerful lesson. As they are realizing that the glitter is stuck to them, I will tell them that this is an example of what happens online. You might think things are easy to get rid of, but they are difficult to get rid of and they also stick with the person who the mean comment is about. Their current knowledge on cyberbullying is very limited and I think this will get them thinking about how powerful what they say online can be. I don’t have any links for this activity because it is all hands on. I learned this activity while I was a summer camp counselor and I think it would tie in perfectly. My kids loved it and it also taught a powerful message. Lesson Main: Commented [1]: I love the idea! I learn something from you! Thank you!  After coming inside from completing the grabber, I will have all the students participate in a kahoot game that will test their knowledge prior to the main lesson (listed in artifacts). This will take 15 minutes. Based on who got the best score I will divide them up into three groups that they will sit in during the lesson. To begin I will show them the cyberbullying video listed in the artifacts to give them an overview of what cyberbullying is that is told in a manner that 3rd graders will understand (15 minutes). As a group they will each read an article that they are assigned to (common sense 1, 2 and 3). This will take approximately 10 minutes. From doing this I will give each group a poster board and they will list out 5 good rules they think we should follow that will minimize and help cyberbullying. These posters will be posted around the classroom for everyone to follow and look at. I chose this idea because I think leaving the posters up is a good idea because it will remind them everyday how to be nice and safe online (5 minutes). They will present their findings to the class, so the rest of the class understands their rules they came up with a nd how to apply them online (15 minutes). The posters won’t be graded, so that students can showcase their creativity without restrictions. After the completion of their presentations they will begin playing the board games (35 minutes). Rules for game: The winner is the first student to cross the finish line! *attached link with how to play the board game.    Lesson Ending: (Alyssa) To end the lesson, the students will write a short essay (1-2 paragraphs) over all the activities in the room that were completed in class. The students will be shown in the corresponding English lessons how to format paragraphs if this has not already been taught in previous years. Questions will be written on the board to guide the students, but they can pick 2 questions from any of the available ones listed below. Questions include: “Which aspect of cyberbullying was the most surprising to you?” “Have you seen acts of cyberbullying in your school?” “How would you help others who are being cyberbullied?” “What are the signs that someone is being bullied?” Students will also be asked to use the four vocabulary words taught in the videos and articles (listed above under Key Terms and Definitions) in their responses to demonstrate their understanding of them. If the teacher feels necessary, they can add questions but these pre-prepared questions adhere best to the standards being taught in the lesson. This activity helps students summarize their thoughts on the subject, while teaching them to communicate clearly to people who are not as knowledgeable on the subject. Learning this at a younger age helps the students be better prepared for future assignments.  Assessment Rubric: (Anna) Great Average Poor Length The reflection is 2 paragraphs long, and each paragraph contains 5 complete sentences. The reflection is 2 paragraphs long, but one or both paragraphs contains 4 or less complete sentences The reflection is less than one paragraph long. Quality The reflection demonstrates a clear understanding of the definition of cyberbullying and how to react to it. The reflection demonstrates a vague understanding of the definition of cyberbullying and a vague idea of how to react to it. The reflection demonstrates no understanding of the definition of cyberbullying or how to react to it. Key Terms The reflection contains all The reflection The reflection Commented [2]: What does it mean? how did you know?
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