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Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] WebQuest for CyberBulling For Students
Designed by
Taylin Reynolds, Bethany Mitchell, and Jessalyn Johnston
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.What is Cyberbulling?Cyber bullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites.Examples of cyber bullying include mean text messages or emails, rumors sent by email or posted on social networking sites, and embarrassing pictures, videos, websites, or fake profiles.
http://www.stopbullying.gov/cyberbullying/what-is-it/index.html
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
By the end of this WebQuest you will:
Be able to define cyber bullying;Give an example of cyber bullying;Be able to explain how cyber bullying can
occur;Be able to explain what to do if you or a
friend is being cyber bullied.
You will be using the Internet to complete your task as well as group discussions.
Title
Your Task
Student Page
Title
Introduction
Task
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[Teacher Page]
To accomplish your task, you need to:
1. Follow the link below and watch the video. http://www.onguardonline.gov/media/video-0005-stand-cyberbullying (Stop Cyberbullying)2. After you watch the video, go to the next slide and complete the
activity there.3. When you are done with that activity, follow the link below to
play the game. http://
deal.org/wp-content/uploads/2009/11/Cyberbullying_Interactive_Game.swf (Deal.org)
4. Once you have finished the game, follow the link below and complete the short quiz to see what you have learned.
http://www.cyberbullying.us/quiz.php?QUIZNUM=2 (Cyberbullying Research Center)
5. After you finish the quiz, you will be getting into groups to make a brochure about how you as students can help put an end to cyberbullying in our own school! But before we get into groups, proceed through the rest of the webquest. (Go to “Evaluation”.)
The Process
Forms of Cyber BullyingClick on the objects or terms that can be a part of cyber bullying.
Facebo
ok
TwitterE-mail
Texting Go back to “The Process”
CORRECT!!!!This can definitely be used in cyber bullying.
GO BACK
Oops!TRY AGAIN.
GO BACK
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[Teacher Page] Cyberbullying Brochure Evaluation
CATEGORY 4 3 2 1Writing - Organization Each section in the brochure
has a clear beginning, middle, and end.
Almost all sections of the brochure have a clear beginning, middle and end.
Most sections of the brochure have a clear beginning, middle and end.
Less than half of the sections of the brochure have a clear beginning, middle and end.
Content - Accuracy All facts in the brochure are accurate.
99-90% of the facts in the brochure are accurate.
89-80% of the facts in the brochure are accurate.
Fewer than 80% of the facts in the brochure are accurate.
Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text, but there are too few and the brochure seems text-heavy.
Graphics do not go with the accompanying text or appear to be randomly chosen.
Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.
All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.
Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.
Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has well-organized information.
The brochure's formatting and organization of material are confusing to the reader.
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Introduction
Task
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[Teacher Page]
Students will be able to gain an awareness of cyberbullying by seeing the effects it can have on its victims. Students will be able to know the proper precautions to take if ever put in a cyberbullying situation by watching awareness videos and a quiz on the information they have learned. At the end students will create a brochure to tell others what cyberbullying is, what precautions to take, how to protect yourself on the internet, and how they can help.
What would you do if you were being cyberbullied? Would you speak out? How about if someone else you knew was being cyberbullied? Would you speak up for them? Now that you know what to do, don’t be quiet, spread the word.
For more information visit:stopcyberbullying.org
To make an anonymous call to the Cyber Tipline call: 1-800-THE-LOST
Conclusion
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Introduction
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Evaluation
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Credits
[Teacher Page]
"CyberbullyingGame." What's the Deal.org. Royal Canadian Mounted Police, 26 11 2009. Web. 4 Oct 2012. <http://deal.org/wp-content/uploads/2009/11
"Dealing with Cyberbullying." Cyberbullying Research Center. Cyberbullying Research Center, 2012. Web. 4 Oct 2012. <http://www.cyberbullying.us/quiz.php?QUIZNUM=2>.
Stand Up to Cyberbullying. OnGuardOnline.gove, 2011. Web. 1 Oct 2012. <http://www.onguardonline.gov/media/video-0005-stand-cyberbullying>.)
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 5th-12th Grades
Designed by
Taylin Reynolds, Bethany Mitchell, and Jessalyn Johnston [email protected], [email protected],
Evaluation
Teacher Script
Conclusion
Cyberbullying(Teacher)
[Student Page]
Title
Standards
Resources
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Teacher Page
The purpose of this webquest is:
• To educate students on the dangers and prevalence of cyberbullying by creating an awareness of the threat.
• To make students aware of the steps to follow if they or someone they know is being cyberbullied.
• Allowing the students to collaborate and come up with a plan to combat cyberbullying based on their new awareness of the issue.
Evaluation
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
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Teacher Page
For this lesson you will need:
• The webquest on PowerPoint• Materials for brochure
• Microsoft Word (explain to students how to make a brochure using this resource).
• Have an example prepared.• Make sure you provide headphones and/or speakers for the students (for the
video).
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation for Brochure
CATEGORY 4 3 2 1Writing - Organization Each section in the brochure
has a clear beginning, middle, and end.
Almost all sections of the brochure have a clear beginning, middle and end.
Most sections of the brochure have a clear beginning, middle and end.
Less than half of the sections of the brochure have a clear beginning, middle and end.
Content - Accuracy All facts in the brochure are accurate.
99-90% of the facts in the brochure are accurate.
89-80% of the facts in the brochure are accurate.
Fewer than 80% of the facts in the brochure are accurate.
Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text, but there are too few and the brochure seems text-heavy.
Graphics do not go with the accompanying text or appear to be randomly chosen.
Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.
All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.
Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.
Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has well-organized information.
The brochure's formatting and organization of material are confusing to the reader.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
"CyberbullyingGame." What's the Deal.org. Royal Canadian Mounted Police, 26 11 2009. Web. 4 Oct 2012. <http://deal.org/wp-content/uploads/2009/11
"Dealing with Cyberbullying." Cyberbullying Research Center. Cyberbullying Research Center, 2012. Web. 4 Oct 2012. <http://www.cyberbullying.us/quiz.php?QUIZNUM=2>.
Stand Up to Cyberbullying. OnGuardOnline.gove, 2011. Web. 1 Oct 2012. <http://www.onguardonline.gov/media/video-0005-stand-cyberbullying>.)
