Clement: Cyberbullying Student ProjectThis is a featured page


Unit: Cyberbullying
 Grade: MS/HS
Established Goals (Standards)

  • NETS.S, 1b: The students will produce original works to express their commentary on cyberbullying.
  • NETS.S, 2abcd: The students will express their ideas in a final project that could be video, artistic, written.
  • NETS.S, 3bd: Students will collect data from a variety of sources.
  • NETS.S 4bc: Students will need to collect and analyze data.
  • NETS.S 5abcd: Completion of the project will demonstrate the importance of proper and safe use of technology.
Enduring Understandings Essential Questions
  • As members of a Internet connected world, each member needs to understand that using it properly, safely and effectively sometimes requires ethical choices. At times these may seem more difficult due to the anonymity of the Internet.
  • Does increasing availability to technology and access to a wider connected world require us to make different ethical choices?
Stage 2 – Assessment Evidence
GRASPS Task Six Facets of Understanding
Goal: To determine the prevalence, forms, causes and effects of cyberbullying.

Role: You are a counselor trying to counsel students about the prevalence, forms, causes and effects of cyberbullying.

Audience: Your fellow classmates (school wide).

Situation: You will be working with two fellow classmates throughout this project.

Product Performance: The final presentation is described below.

Extension: 		Explain: Students will begin by developing their own definition of cyberbullying and the extent of the problem.

Apply: Their definition and ideas will be refined by researching the prevalence of cyberbullying.

Interpret: The data and develop a meaningful way to present their findings to a wider audience.

Perspective: Students will see that small acts can expand to a wide audience quickly via social sites.

Self-Knowledge: That our actions in a cyberworld can have long lasting and serious consequences.

Empathize: How can this information be used to inform their fellow classmates about ethical choices one makes in a wired venue.
Lesson Notes:

Students will need to complete three parts. Ideally, they should receive them separately so that they can refine their ideas as they do more work.

Part I: Students should develop their own definition of cyberbullying.
Prompting Questions:
1. Is cyberbullying a problem?
2. Have you ever felt cyberbullied by someone?
3. How is cyberbullying different from the schoolyard bullying? Which is worse and why?

Part II: Students should research the definition and prevalence of cyberbullying. This should be done both globally (internet) and locally (classmates).
Prompting Questions:
1. How have your answers to the first part changed?
2. Are you surprised by any of the research you have done? Does it coincide with the information you have collected from your classmates?
3. Since the Internet connects a world of different cultures, is it possible to have a single definition of cyberbulltying for everyone?

Part III: Students should create a presentation which describes the forms and effects of cyberbullying. Their audience will be the fellow classmates.
Project Choices:
1. An feature article for the school newspaper.
2. A video commercial that would be shown on the school's website or closed circuit channels.
3. A poster campaign that encapsulates all their findings which will be placed about the campus.



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