Curriculum
Cyberbullying: Grades 2-3
Is That Fair?
Download Student Activity Sheet(s) for printout.
Read a Letter to Educators about cyberbullying from CyberSmart!
Overview
Students learn that bullying behaviors may take place when they are online. They brainstorm slogans to remind one another that they can get help from a trusted adult.
Objectives
- Analyze online behaviors that could be considered cyberbullying.
- Generate multiple solutions for dealing with a cyberbullying situation.
- Create a slogan telling what students can do when they encounter cyberbullying.
National Educational Technology Standards for Students © 2007
Source: International Society for Technology in Education-
Communication and Collaboration
- interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
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Digital Citizenship
- advocate and practice safe, legal, and responsible use of information and technology.
- exhibit leadership for digital citizenship.
Home Connection
Download the Grades 2-3 Home Connection page related to this lesson.
Site Preview
An optional strategy for using Web 2.0 tools with your students is recommended under Teach 4.
Materials
- Activity Sheets (3)
- Markers or crayons
Introduce
Ask: What do you like to do online? (Answers will vary but may include sending e-mails, instant messaging (IM), and playing games.)
Teach 1: What's the Problem?
- Distribute Activity Sheet 1. Have students read the scenario about Jada and Michael.
- Allow students to meet in pairs to share their ideas about how to answer the two questions in the What's the Problem? section. When ready, they can record their answers on the student activity sheet. Look for responses that show they inferred that it is likely that Michael messed up Jada's horse's room.
Teach 2: Think About It
- Distribute Activity Sheet 2. Have students read the Think About It section of their activity sheet.
- Explain that mean behaviors online, even when only done once, are not nice or fair. When children do this to one another over and over again, it is called cyberbullying.
- Allow students to share their own stories about children getting upset online. Ask: Did you ever see someone make someone else feel bad online? Tell what happened, but do not use real names.
Teach 3: Find Solutions
- Focus students on a discussion of knowing when to tell a trusted adult if something online makes them feel angry, sad, or scared. Ask: Which grown-ups can you tell and ask for help? (Answers may vary but could include an older sister or brother, a parent, a grandparent, a teacher, or the school nurse.)
- Explain to students that when they realize they have done something to make someone angry or sad, they can apologize with both words and deeds. Ask: What could Michael say to Jada? (Michael could say he is sorry.) What could Michael do to show he is really sorry? (Michael could offer to help Jada return her horse's room to the way it was before.)
Teach 4: Take Action
- Distribute Activity Sheet 3. Have students follow the directions on the activity sheet and, after brainstorming possible slogans, record the one they think is best in the stop sign graphic.
Use Web 2.0 tools to create a class blog to which you can upload scans of your students' completed “Write a Slogan” stop sign pictures. Invite parents to view the students' work online.
Assess
The following items assess student mastery of the lesson objectives.
- Ask: What can you do if someone makes you angry, sad, or scared online? (Tell a trusted adult.)
Extend
- Students will benefit by revisiting this lesson each year.
- For students who completed this lesson in a previous grade, change the focus to what to do when someone uses a cell phone to make mean or scary calls or send mean or scary text messages.
Cyberbullying Prevention Activities for Your School, Families, and Community
Extend this classroom lesson with activities that will support a cyberbullying prevention campaign for your school, families, and community.
includes strategies for using interactive online Web 2.0 tools.
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