Adapted from Commonsense media program
https://docs.google.com/presentation/d/1DvjmldmhpV12R1YDtqfurA8hGWYK6m-zNmchHU16rkw/edit#slide=id.g3cee70153f_0_38
Term 1 & 2 Media and Technology
Lesson 1: My Media Choices. What makes a healthy media choice?
LI: I understand the "What? When? How Much?" framework for describing their media choices.
· I can use this framework and recognise emotional responses to evaluate how healthy different types of media choices are.
· I can define a healthy media balance.
We all make choices every day about the media we consume and create. But do kids understand what makes a media choice healthy or not? Hint: It's about more than just screen time.
Ask: You all have probably heard the word "media" before. What do you think it means? What are some examples? Think Pair Share. (Slide 4)
Explain that "media" has different meanings, but for today's lesson, you'll be talking about media as all of the ways that large groups of people get and share information (TV, books, internet, newspapers, phones, etc.). It can include everything from news articles to movies to games. (Slide 5)
Say: We all make choices every day about the media we watch and use. These choices include what we watch, listen to, read, or even create online. But not all media choices are the same. In fact, different choices can make us feel very differently. (Slide 6)
Project the activity directions from Slide 7 and read them aloud.
Proceed to Slide 8 and call on a student to read the example aloud. Then ask: How would this media choice make you feel? Why do you think it would affect you that way?
Call on students to share their answers. Depending on how students respond, ask follow-up questions to prompt them to think carefully about the example:
Remind students that:
Show the My Media Balance video on Slide 15 and ask students:
Complete Quiz
LI: I understand the "What? When? How Much?" framework for describing their media choices.
· I can use this framework and recognise emotional responses to evaluate how healthy different types of media choices are.
· I can define a healthy media balance.
We all make choices every day about the media we consume and create. But do kids understand what makes a media choice healthy or not? Hint: It's about more than just screen time.
Ask: You all have probably heard the word "media" before. What do you think it means? What are some examples? Think Pair Share. (Slide 4)
Explain that "media" has different meanings, but for today's lesson, you'll be talking about media as all of the ways that large groups of people get and share information (TV, books, internet, newspapers, phones, etc.). It can include everything from news articles to movies to games. (Slide 5)
Say: We all make choices every day about the media we watch and use. These choices include what we watch, listen to, read, or even create online. But not all media choices are the same. In fact, different choices can make us feel very differently. (Slide 6)
Project the activity directions from Slide 7 and read them aloud.
Proceed to Slide 8 and call on a student to read the example aloud. Then ask: How would this media choice make you feel? Why do you think it would affect you that way?
Call on students to share their answers. Depending on how students respond, ask follow-up questions to prompt them to think carefully about the example:
- How do the different parts of the example -- What? When? How Much? -- affect how you feel?
- Might you feel differently about the example later on, as opposed to in the moment?
- How would your video watching impact other people, like your family and friends?
- For Slide 11, point out that this example would probably have a big, positive impact on someone else (Grandma).
- For Slide 12, note that this example is of media creation, rather than consumption.
Remind students that:
- They should consider all types of media: TV, streaming media, mobile phones, books, tablets, games, voice assistants (e.g., Google Home, Amazon Alexa, etc.), and so on. If students have trouble remembering, tell them it's OK to guess.
- Media use isn't just about consuming media, it's also about time spent creating media.
Show the My Media Balance video on Slide 15 and ask students:
- How are some media choices more healthy or less healthy than others?
- What is "media balance"? How might it be different for different people?
Complete Quiz
Lesson 2
Lesson 2 Password Power-UpHow can a strong password help protect your privacy?
Learning Objectives:
- Define the term "password" and describe a password's purpose.
- Understand why a strong password is important.
Stronger, more secure online passwords are a good idea for everyone. But how can we help kids create better passwords and actually remember them? Use the tips in this lesson to help kids make passwords that are both secure and memorable.a secret string of letters, symbols, and numbers that you can use to restrict who can access something digital
password: a secret string of letters, symbols, and numbers that you can use to restrict who can access something digital
phrase: a group of words that go together and are easy to remember
symbol: a character other than a number or letter, such as #, !, or @.
username: a name you create to sign into a website, app, or game
Students play the Password Protect game in Digital Passport™ by Common Sense Education
Ask: What is something in your life that you take steps to protect? Why and how do you protect it? (Slide 4)
Have students think-pair-share, and then call on students to share out. Examples might include hiding a diary, using a bike lock, keeping a toy in a safe place, etc. Clarify that one of the ways people protect something is by restricting who can access it.
Ask: Let's think about when we use devices, like a phone or computer. How do you limit who can access something that you want to protect, and why would you limit access?
Examples might include password-protection, device-lock, fingerprint scanner, not letting others use the device.
Say: One of the most common ways to protect your devices and information online is by using a password. A password is a secret string of letters, symbols, and numbers that you can use to restrict who can access something digital. Some passwords, however, are stronger than others because they are harder for someone to figure out. Let's investigate why strong passwords are important and how you can make sure yours are strong. (Slide 5)
Distribute If … Then Scenarios Student Handout. Tell students that they will be doing a jigsaw activity to understand WHY passwords are important.
Divide the class into five groups and tell students this is their "home" group. Call on a student to read the handout directions aloud. (Slide 6)
Assign each group one of the scenarios from the handout. Allow groups to work for five to seven minutes.
Scenario 1
Maya forgets her phone on the bus. IF someone found it and figured out her password to unlock it, THEN what could happen?
Scenario 2
Jared writes his email address in his notebook and leaves it open while he goes to the bathroom. IF someone saw his email address and figured out his email password, THEN what could happen?
Scenario 3
Kylie goes over to her friend Asia's house to play an online video game. After she leaves, her gaming profile is still saved. Asia's little brother, Ben, turns on the game and sees it. IF Ben figured out Kylie's password, THEN what could happen?
Scenario 4
Thomas uses an app on his phone to pay bills from his bank account. IF someone figured out his password to the app, THEN what could happen?
Scenario 5
Beatrix logs in to her doctor's website to see medical information about herself. IF someone figured out her password to the website, THEN what could happen?
Re-divide the class into new groups so that each group includes at least one student from each scenario (1, 2, 3, 4, and 5). If necessary, there can be more than one person from a particular "home" group in an "expert" group. Allow five to seven minutes for each "expert" to present while the rest of the group takes notes. (Slide 6)
Reconvene and ask: Based on these scenarios, why do you think it's important to have a strong password? Take turns sharing your idea with your partner.Allow one minute to pair-share.
Invite students to share out their answers. If necessary, prompt students to refer directly to the scenarios and to the consequences that would happen if someone's password was compromised. Examples could include loss of money, people knowing your private information, identity theft, and other unknown future consequences.
Say: The consequences we just talked about might seem scary. But there is something you can do to make sure no one can ever guess your password. Here are some important steps to power up your password.
Distribute and project the Power Up Your Password Student Handout. Say: One way to make a strong password is to start with a memorable phrase. A phrase is a group of words that go together and are easy to remember. We're going to do a practice round together using the phrase "There's no way I'm kissing a frog." So we've already completed step one, which is to come up with a phrase. (Slide 7)
Invite a student to read step two. Ask: What word would our example phrase make? Invite a student to answer and add "tnwikaf" on the projected handout.
Repeat steps three through five: reading the step aloud, calling on students to answer, and completing the "Practice Round" section of the handout. Student answers will vary as students will choose to capitalize different letters and insert different numbers. If necessary, clarify that students can insert numbers anywhere in the password.
Say: Now you will follow these steps to come up with a password of your own. Work independently to complete the "Your Turn" section of the handout. Allow students five minutes to complete the handout
Lesson 3
Lesson 3 Private and Personal InformationWhat information about you is OK to share online?
LI:
I can-
register (online):to enter your information in order to sign up and get access to a website or app
hardwired:something you are born with
personal information:information about you that cannot be used to identify you because it is also true for many other people (e.g. your hair color or the city you live in)
private information:information about you that can be used to identify you because it is unique to you (e.g. your full name or your address)
Say: Today we're going to start with a little game. For each statement that I read, if it is true about you, stand up. If it isn't true, stay seated. After each statement, look around to see who else is standing or sitting. (Slide 4)
Read the statements below to your class, allowing time for students to stand or sit after each one. Prompt all students to sit back down before moving on to the next statement.
Invite volunteers to share out. If necessary, follow up with students who share by asking to explain what they found fun or not fun about it.
Say: The purpose of that activity was to have some fun getting to know each other better. There are many situations where sharing information about yourself can be fun and positive. One of those situations is on the internet, where sharing your likes, opinions, and other personal information -- but not private information -- can be positive and fun.
Say: In today's lesson, we're going to talk about being online -- and ways that you can share things about yourself that are fun and that connect you with others. We're also going to talk about ways that you can protect yourself so that you don't share more than you should.
Project "Did You Know?" on Slide 5.
Ask: What do you observe in this slide? What's the main idea it's trying to show? Share your ideas with your partner.
Invite students to share their responses. If necessary, clarify the meaning of hardwired as something you're born with, that sharing is something humans do naturally, and that there are many benefits to it.
Say: What is something about you that you might share with others that would give you one of these benefits? Take turns sharing your idea with your partner.
Invite students to share out their answers. Follow up by asking them to explain which benefit the example would give them (feel good, learn, connect, or persuade). If the student isn't sure, open it up to the rest of the class. Examples may connect to more than one benefit.
Say: So there are lots of reasons to share information about yourself. However, not everything about you is OK to share. We're going to watch a short video about sharing online. As we watch, think about what information is OK to share and what isn't.
Project Slide 6 and show the video Private and Personal Information. After the video, invite students to respond to the discussion question and prompt them to give examples of private and personal information. Clarify that private information is the most risky to share because it can be used to identify you individually. (Slide 7)
Say: Now, we're going to play another little game. For each example that I say, discuss with your partner whether it is private or personal. To decide, ask yourself, "Is this information that would also be true for many other people?" If so, it is personal. If not, it is private. (Slide 8)
Read aloud the first example, "Age." Remind students to consider whether this is information that would be true of many others. If it is, then it is personal. If not, it is private. Give students one minute to discuss and decide.
Say: If you think this is private information, stand up. If you think it is personal, stay seated.
After students stand or stay seated, invite students to explain why they chose the answer they did. Follow up by prompting them to refer back to the definitions of private and personal. If necessary, help students clarify that there are many people (in their school, in their city, even in the class) who are the same age as them.
Say: Everyone who is still seated, you are correct! This information is personal, not private.
Repeat Steps 3–4 for each of the examples:
Quiz
LI:
I can-
- Identify the reasons why people share information about themselves online.
- Explain the difference between private and personal information.
register (online):to enter your information in order to sign up and get access to a website or app
hardwired:something you are born with
personal information:information about you that cannot be used to identify you because it is also true for many other people (e.g. your hair color or the city you live in)
private information:information about you that can be used to identify you because it is unique to you (e.g. your full name or your address)
Say: Today we're going to start with a little game. For each statement that I read, if it is true about you, stand up. If it isn't true, stay seated. After each statement, look around to see who else is standing or sitting. (Slide 4)
Read the statements below to your class, allowing time for students to stand or sit after each one. Prompt all students to sit back down before moving on to the next statement.
- Stand up if you or your family speak another language besides English.
- Stand up if you have two or more siblings.
- Stand up if you have a pet.
- Stand up if you have ever been on YouTube.
- Stand up if you have ever shared something about yourself online.
Invite volunteers to share out. If necessary, follow up with students who share by asking to explain what they found fun or not fun about it.
Say: The purpose of that activity was to have some fun getting to know each other better. There are many situations where sharing information about yourself can be fun and positive. One of those situations is on the internet, where sharing your likes, opinions, and other personal information -- but not private information -- can be positive and fun.
Say: In today's lesson, we're going to talk about being online -- and ways that you can share things about yourself that are fun and that connect you with others. We're also going to talk about ways that you can protect yourself so that you don't share more than you should.
Project "Did You Know?" on Slide 5.
Ask: What do you observe in this slide? What's the main idea it's trying to show? Share your ideas with your partner.
Invite students to share their responses. If necessary, clarify the meaning of hardwired as something you're born with, that sharing is something humans do naturally, and that there are many benefits to it.
Say: What is something about you that you might share with others that would give you one of these benefits? Take turns sharing your idea with your partner.
Invite students to share out their answers. Follow up by asking them to explain which benefit the example would give them (feel good, learn, connect, or persuade). If the student isn't sure, open it up to the rest of the class. Examples may connect to more than one benefit.
Say: So there are lots of reasons to share information about yourself. However, not everything about you is OK to share. We're going to watch a short video about sharing online. As we watch, think about what information is OK to share and what isn't.
Project Slide 6 and show the video Private and Personal Information. After the video, invite students to respond to the discussion question and prompt them to give examples of private and personal information. Clarify that private information is the most risky to share because it can be used to identify you individually. (Slide 7)
Say: Now, we're going to play another little game. For each example that I say, discuss with your partner whether it is private or personal. To decide, ask yourself, "Is this information that would also be true for many other people?" If so, it is personal. If not, it is private. (Slide 8)
Read aloud the first example, "Age." Remind students to consider whether this is information that would be true of many others. If it is, then it is personal. If not, it is private. Give students one minute to discuss and decide.
Say: If you think this is private information, stand up. If you think it is personal, stay seated.
After students stand or stay seated, invite students to explain why they chose the answer they did. Follow up by prompting them to refer back to the definitions of private and personal. If necessary, help students clarify that there are many people (in their school, in their city, even in the class) who are the same age as them.
Say: Everyone who is still seated, you are correct! This information is personal, not private.
Repeat Steps 3–4 for each of the examples:
- home address (private)
- email address (private)
- date of birth (private)
- favorite music (personal)
- how many brothers and sisters you have (personal)
- phone numbers (private)
- credit card information (private)
- favorite food (personal)
- name of your pet (personal)
- name of your school (private) (Explain that although school name is something that is true for many people, it is risky to share it with someone you don't know, and you should get permission from a trusted adult first.)
- What is one piece of personal information that you would share with her? Why?
- What is one piece of private information that you wouldn't share? Why not?
Quiz
Lesson 4
Lesson 4 Our Online Tracks: How does our online activity affect the digital footprints of ourselves and others?It's in our students' nature to share and connect with others. But sharing online comes with some risks. How can we help kids build strong, positive, and safe relationships online? Help your students learn the difference between what's personal and what's best left private.
Learning Objectives:
digital footprint:a record of what you do online, including the sites you visit and the things you post; it can also include things that others post that involve you
fossil:parts of an animal saved and preserved within the earth for up to millions of years
inference:an educated guess based on evidence
responsibility:a duty you have to yourself or othersProject image 1 of the animal footprint. Ask: What do you notice in this image? What can you infer about the animal that left this? Take turns sharing your idea with your partner. If necessary, clarify that an inference is an educated guess you make based on evidence. (Slide 4)
Invite students to share out their responses. Answers may include it had paws, it walked on land, or it had claws. Push students to make deeper inferences about the animal's life based on those facts; for example: What did the animal eat? What did it look like?
Project image 2 of the fossil. Ask: What do you notice in this image? What can you infer about this animal? Take turns sharing your ideas with your partner. (Slide 5)
Invite students to share out their responses. Explain to students that this is a fossil. Fossils are parts of an animal that are saved and preserved in the earth for millions of years.
Say: These images are both examples of how animals leave imprints on their world, even after they're gone. We can learn things about animals based on those imprints. In some cases, like with fossils, those imprints last forever. What about humans? What imprints do we leave on the world?
Invite students to share out their responses. Answers may include our bones, our footprints, buildings, etc.
Say: In addition to the physical footprints we leave on the earth, we also leave a footprint when we're online. And that footprint, just like a fossil, can tell a lot about us and can last for a very long time. This is called a digital footprint, and it is a record of what we do online, including the sites we visit and the things we post. It can also include things that others post, like pictures of us or comments about us. Not everything in our footprint is under our control. (Slide 6)
Distribute the Camilla's Footprint Student Handout. Call on a student to read the directions and instruct pairs to work together to complete the handout. Allow students 10 minutes to work. (Slide 7)
Call on groups to share out their answers from the handout. For the last two, clarify that although Camilla has control over whether she plays the video game and hangs out with her friends, she does not have control over whether the top scorers and the photo get posted.
Say: Camilla's digital footprint tells us a lot about her, and it involves things that are both in and out of her control. Her footprint is like a fossil in that it will last for a very long time. Even if she tries to delete the activity, it will still be stored somewhere and be accessible to someone.
Say: Given that our digital footprints last a long time and that we're not always in control of what becomes part of our footprint, there are some responsibilities we have when it comes to being online. A responsibility is something that we should think about before we act. In this case, we have a responsibility to ourselves and to others before we do something online. (Slide 8)
Ask: What do you think some of our responsibilities are for being online? Both to ourselves and to others? Take turns sharing your ideas with your partner. (Slide 9)
Call on students to share their answers and capture them in the chart. (Slide 10) Possible responses include:
Quiz
Learning Objectives:
- Identify the reasons why people share information about themselves online.
- Explain the difference between private and personal information.
digital footprint:a record of what you do online, including the sites you visit and the things you post; it can also include things that others post that involve you
fossil:parts of an animal saved and preserved within the earth for up to millions of years
inference:an educated guess based on evidence
responsibility:a duty you have to yourself or othersProject image 1 of the animal footprint. Ask: What do you notice in this image? What can you infer about the animal that left this? Take turns sharing your idea with your partner. If necessary, clarify that an inference is an educated guess you make based on evidence. (Slide 4)
Invite students to share out their responses. Answers may include it had paws, it walked on land, or it had claws. Push students to make deeper inferences about the animal's life based on those facts; for example: What did the animal eat? What did it look like?
Project image 2 of the fossil. Ask: What do you notice in this image? What can you infer about this animal? Take turns sharing your ideas with your partner. (Slide 5)
Invite students to share out their responses. Explain to students that this is a fossil. Fossils are parts of an animal that are saved and preserved in the earth for millions of years.
Say: These images are both examples of how animals leave imprints on their world, even after they're gone. We can learn things about animals based on those imprints. In some cases, like with fossils, those imprints last forever. What about humans? What imprints do we leave on the world?
Invite students to share out their responses. Answers may include our bones, our footprints, buildings, etc.
Say: In addition to the physical footprints we leave on the earth, we also leave a footprint when we're online. And that footprint, just like a fossil, can tell a lot about us and can last for a very long time. This is called a digital footprint, and it is a record of what we do online, including the sites we visit and the things we post. It can also include things that others post, like pictures of us or comments about us. Not everything in our footprint is under our control. (Slide 6)
Distribute the Camilla's Footprint Student Handout. Call on a student to read the directions and instruct pairs to work together to complete the handout. Allow students 10 minutes to work. (Slide 7)
Call on groups to share out their answers from the handout. For the last two, clarify that although Camilla has control over whether she plays the video game and hangs out with her friends, she does not have control over whether the top scorers and the photo get posted.
Say: Camilla's digital footprint tells us a lot about her, and it involves things that are both in and out of her control. Her footprint is like a fossil in that it will last for a very long time. Even if she tries to delete the activity, it will still be stored somewhere and be accessible to someone.
Say: Given that our digital footprints last a long time and that we're not always in control of what becomes part of our footprint, there are some responsibilities we have when it comes to being online. A responsibility is something that we should think about before we act. In this case, we have a responsibility to ourselves and to others before we do something online. (Slide 8)
Ask: What do you think some of our responsibilities are for being online? Both to ourselves and to others? Take turns sharing your ideas with your partner. (Slide 9)
Call on students to share their answers and capture them in the chart. (Slide 10) Possible responses include:
- Show your best self when you're online
- Get permission before posting a pic of someone or tagging them
Quiz
Lesson 5 Keeping Games Fun and Friendly How can I be positive and have fun while playing online games, and help others do the same
LI:
digital media:
information that comes to us through the internet, often through a tablet, smartphone, or laptop
griefing: irritating or angering people in video games by being mean, destructive, or cheating
online video game: a video game that is played through the internet
social interaction: talking or messaging with people to develop friendship or community
Ask: What are all the different ways you communicate with your friends? Face to face? On your phone or computer? Take turns sharing your ideas with your partner. (Slide 4)
Invite two or three students to share their partner's responses. If time permits, also allow one or two volunteers to share their own answers. As students share, capture their answers on the board.
Point to the answers you captured and ask: What do all of these types of communication have in common? Why do we engage in them?
Invite students to share answers. Clarify that these are all social interactions, where the purpose is to connect with others and have fun.
Circle the examples that students gave that involve digital media or media devices (e.g., text messaging, online chatting, video chatting, etc.). Ask: How do you think the examples that I circled are different from the other ones?
Invite students to answer. If necessary, clarify that the circled examples involve using digital media, which is information that comes to us through the internet, often through a tablet, smartphone, or laptop. (Slide 6)
Say: Today we're going to be talking about online social interaction and online gaming, and ways that you can keep them fun and positive. We're going to start by watching a video and taking some notes.
Distribute the Video Observation Form Student Handout and read the directions aloud.
Show the Keeping Games Fun & Friendly video to students on Slide 7, and allow one to two additional minutes afterward for students to capture notes.
Invite students to share their notes about the social interactions in the video. Capture these responses on the board or in a projected version of the student handout. Prompt students to be as detailed as possible in their responses, including specific quotes and actions from the different characters in the video (see the Teacher Version of the Student Handout for examples).
Ask: Overall, do you think the interactions in the video were mostly fun and positive? Or mostly negative? Why? Write your response in the second box on the handout. Allow students three minutes to write. (Slide 8)
Invite students to share out their responses with the class, and prompt them to provide specific examples from the video to support their answer. Clarify that what Cody was doing can be called griefing: irritating or angering people in a video game by being mean or destructive or by cheating. (Slide 9)
Say: Today we just talked about social interaction in an online game. But social interaction can take place in many different ways when you're online, such as through messaging, on social media, or in comments on a website. It's important to remember that you're comments and interactions have an impact on others.
Distribute the Video Game Cover Project Student Handout and read the directions aloud. Remind students that the video game must be school appropriate, and if they aren't sure, they should check with you first. (Slide 10)
Allow students 15 minutes to work. As necessary, vet video game ideas to make sure they don't include mature or explicit themes or any other ideas inappropriate for your classroom.
Ask one or two student volunteers to share their work with the class.
Invite other students to share what they liked about their classmates' presentations.
Quiz
- Define "social interaction" and give an example.
- Describe the positives and negatives of social interaction in online games.
digital media:
information that comes to us through the internet, often through a tablet, smartphone, or laptop
griefing: irritating or angering people in video games by being mean, destructive, or cheating
online video game: a video game that is played through the internet
social interaction: talking or messaging with people to develop friendship or community
Ask: What are all the different ways you communicate with your friends? Face to face? On your phone or computer? Take turns sharing your ideas with your partner. (Slide 4)
Invite two or three students to share their partner's responses. If time permits, also allow one or two volunteers to share their own answers. As students share, capture their answers on the board.
Point to the answers you captured and ask: What do all of these types of communication have in common? Why do we engage in them?
Invite students to share answers. Clarify that these are all social interactions, where the purpose is to connect with others and have fun.
Circle the examples that students gave that involve digital media or media devices (e.g., text messaging, online chatting, video chatting, etc.). Ask: How do you think the examples that I circled are different from the other ones?
Invite students to answer. If necessary, clarify that the circled examples involve using digital media, which is information that comes to us through the internet, often through a tablet, smartphone, or laptop. (Slide 6)
Say: Today we're going to be talking about online social interaction and online gaming, and ways that you can keep them fun and positive. We're going to start by watching a video and taking some notes.
Distribute the Video Observation Form Student Handout and read the directions aloud.
Show the Keeping Games Fun & Friendly video to students on Slide 7, and allow one to two additional minutes afterward for students to capture notes.
Invite students to share their notes about the social interactions in the video. Capture these responses on the board or in a projected version of the student handout. Prompt students to be as detailed as possible in their responses, including specific quotes and actions from the different characters in the video (see the Teacher Version of the Student Handout for examples).
Ask: Overall, do you think the interactions in the video were mostly fun and positive? Or mostly negative? Why? Write your response in the second box on the handout. Allow students three minutes to write. (Slide 8)
Invite students to share out their responses with the class, and prompt them to provide specific examples from the video to support their answer. Clarify that what Cody was doing can be called griefing: irritating or angering people in a video game by being mean or destructive or by cheating. (Slide 9)
Say: Today we just talked about social interaction in an online game. But social interaction can take place in many different ways when you're online, such as through messaging, on social media, or in comments on a website. It's important to remember that you're comments and interactions have an impact on others.
Distribute the Video Game Cover Project Student Handout and read the directions aloud. Remind students that the video game must be school appropriate, and if they aren't sure, they should check with you first. (Slide 10)
Allow students 15 minutes to work. As necessary, vet video game ideas to make sure they don't include mature or explicit themes or any other ideas inappropriate for your classroom.
Ask one or two student volunteers to share their work with the class.
Invite other students to share what they liked about their classmates' presentations.
Quiz
Lesson 6 Is It Cyberbullying? What is cyberbullying and what can you do to stop it?
LI:
bully: the person who is doing the bullying
bullying: unwanted and aggressive verbal, social, or physical behavior towards another
bystander: someone who sees a bullying or cyberbullying situation, but doesn?۪t do anything to stop it
cyberbullying: using digital devices, sites, and apps to intimidate, harm, and upset someone
empathy: to imagine the feelings that someone else is experiencing
reasons why cyberbullying occurs
ways to respond if you are cyberbullied
ways to be an upstander
Someone acts or looks differently than others.
Ignore the messages.
Reach out to the target to see how he or she is feeling and listen to him or her.
Someone is angry or resentful toward another person.
Block the bully.
Inform a teacher, a coach, a parent, or another trusted adult.
Someone is jealous of another person.
Use reporting tools.
Encourage the target to not respond or retaliate.
Someone feels bad because he or she has been bullied.
Take a screenshot of messages.
Encourage the target to reach out to a trusted adult.
Talk to a friend.
Tell a trusted adult.
Ask: Is there a difference between joking, being mean, and bullying? What is it? Take turns sharing your idea with your partner. (Slide 4)
Invite students to respond, and capture examples offered by students in the three columns on Slide 5.
Say: Today, we’re going to watch a video that talks about these different behaviors, as well as another behavior called cyberbullying. Show the video What's Cyberbullying? and ask: Based on this video, what do you think the term cyberbullying means? (Slide 6)
Call on students to respond. Guide students to define cyberbullying as using digital devices, sites, and apps to intimidate, harm, and upset someone. (Slide 7)
Say: Bullying or cyberbullying situations always include a target (the person being bullied) and a bully (the person doing the bullying). The bullying or cyberbullying can occur for many different reasons. Has anyone here ever seen or experienced a situation involving bullying? What happened? Take turns sharing your ideas with a partner. (Slide 8)
Invite students to share their answers. Using their answers, fill out the first two columns on Slide 9.
Answers will vary, but they can include:
Say: The target and the bully are usually not the only ones involved in a cyberbullying situation. There are also the people who see it. These people can either be bystanders or upstanders. A bystander observes a conflict or unacceptable behavior, but does not take part in it. An upstander does try to stop it. (Slide 10)
Say: These are all important to know in case you experience or see a cyberbullying situation. Another really important thing to know about is empathy. Empathy is when you imagine the feelings that someone else is experiencing. Ask: Why do you think this is important if there's a situation involving cyberbullying? Why would it be helpful to have empathy? (Slide 11)
Invite students to answer. Students may say that it's important because if the bully empathizes with the target, the bully would stop. Explain that it is also important because:
Invite students to share out. Prompt students to refer to the definition of cyberbullying in their answers.
Say: Now you're going to analyze the story. Work with your partner to answer the questions on your handout. (Slide 12)
Allow students 10 minutes to work.
Invite students to share their answers from the handout. Use the teacher's version of the handout to clarify possible answers.
QUIZ
- Recognize similarities and differences between in-person bullying, cyberbullying, and being mean.
- Empathize with the targets of cyberbullying.
bully: the person who is doing the bullying
bullying: unwanted and aggressive verbal, social, or physical behavior towards another
bystander: someone who sees a bullying or cyberbullying situation, but doesn?۪t do anything to stop it
cyberbullying: using digital devices, sites, and apps to intimidate, harm, and upset someone
empathy: to imagine the feelings that someone else is experiencing
reasons why cyberbullying occurs
ways to respond if you are cyberbullied
ways to be an upstander
Someone acts or looks differently than others.
Ignore the messages.
Reach out to the target to see how he or she is feeling and listen to him or her.
Someone is angry or resentful toward another person.
Block the bully.
Inform a teacher, a coach, a parent, or another trusted adult.
Someone is jealous of another person.
Use reporting tools.
Encourage the target to not respond or retaliate.
Someone feels bad because he or she has been bullied.
Take a screenshot of messages.
Encourage the target to reach out to a trusted adult.
Talk to a friend.
Tell a trusted adult.
Ask: Is there a difference between joking, being mean, and bullying? What is it? Take turns sharing your idea with your partner. (Slide 4)
Invite students to respond, and capture examples offered by students in the three columns on Slide 5.
Say: Today, we’re going to watch a video that talks about these different behaviors, as well as another behavior called cyberbullying. Show the video What's Cyberbullying? and ask: Based on this video, what do you think the term cyberbullying means? (Slide 6)
Call on students to respond. Guide students to define cyberbullying as using digital devices, sites, and apps to intimidate, harm, and upset someone. (Slide 7)
Say: Bullying or cyberbullying situations always include a target (the person being bullied) and a bully (the person doing the bullying). The bullying or cyberbullying can occur for many different reasons. Has anyone here ever seen or experienced a situation involving bullying? What happened? Take turns sharing your ideas with a partner. (Slide 8)
Invite students to share their answers. Using their answers, fill out the first two columns on Slide 9.
Answers will vary, but they can include:
Say: The target and the bully are usually not the only ones involved in a cyberbullying situation. There are also the people who see it. These people can either be bystanders or upstanders. A bystander observes a conflict or unacceptable behavior, but does not take part in it. An upstander does try to stop it. (Slide 10)
Say: These are all important to know in case you experience or see a cyberbullying situation. Another really important thing to know about is empathy. Empathy is when you imagine the feelings that someone else is experiencing. Ask: Why do you think this is important if there's a situation involving cyberbullying? Why would it be helpful to have empathy? (Slide 11)
Invite students to answer. Students may say that it's important because if the bully empathizes with the target, the bully would stop. Explain that it is also important because:
- Empathy could motivate someone to be an upstander instead of a bystander.
- If you try to empathize with the bully, it could help you understand why the bully is acting that way.
Invite students to share out. Prompt students to refer to the definition of cyberbullying in their answers.
Say: Now you're going to analyze the story. Work with your partner to answer the questions on your handout. (Slide 12)
Allow students 10 minutes to work.
Invite students to share their answers from the handout. Use the teacher's version of the handout to clarify possible answers.
QUIZ