Title: Digital Citizenship Lesson Plan

Team Members: Karly Berger, Stephanie M, Anna Kesten, Colin Johnson

Grade: Fifth Grade
Overall Goal: The goal of this lesson plan is for students to be able to learn to identify, respond
to, and limit the negative impact of cyberbullying and other unethical or harmful online behaviors
through providing various resources and an interactive board game that we have created.
First, we will start off the lesson by introducing cyberbullying as a general topic to the
class. First off, show the video provided below and after generate a class discussion about what
cyberbullying is and how we can help to reduce it. By doing a class discussion, we can see where
the students are at and what they understand and what they don’t understand before the
students play the game. The teacher will also go over key terms that the students should know
before playing the game. This section in total should take about 15 minutes.
The next step is to ask the students to recall what they learned about cyberbullying the
day before for a quick recap. The teacher should record down all of the things that the students
had recalled on the front board where the students can see. The students will then be divided up
into groups of 3-4, receiving oral instructions on how to play the board game provided (see
directions below). This game is supposed to expand their knowledge of what they already have
learned in class. The game in total should take the whole hour.
Lastly, the students will be assessed on this topic by creating a comic strip using all the
key terms they learned in class. The comic strip should include a scenario, like the ones from the
game, and display how the character in the comic solved the situation. This comic strip will
represent how well they know the importance of negative impact cyberbullying has on our world
today. Students should use their creativity to provide their own examples and using examples
from the game to represent their knowledge on this topic. The review for this entire lesson
should only take about 30 minutes

Standards Learning Objective Assessment

2b. Students engage in positive,
safe, legal and ethical behavior
when using technology,
including social interactions
online or when using networked
devices.
Learning Objective 1: Students will Present a solution to
be able to communicate a cyberbully
appropriately with other students situation and be
assessed through
Learning Objective 2: Students will the completion of
be able to distinguish between the board game.
positive and negative language

2c. Students demonstrate an
understanding of and respect for
the rights and obligations of
using and sharing intellectual
property.
Learning Objective 1: Students will Give the kids
be able to understand when and scenarios where
what they can and cannot share they have to identify
online. if someone has
 stolen intellectual
Learning Objective 2: Students will property and have
be able to know how to assign them fix it so it is not
credit to others. stolen. Assessed
through completion
of board game.

2a.Students cultivate and Learning Objective 1: Students will Write a reflection

manage their digital identity and be able to identify a negative profile about the student’s
reputation and are aware of the that is a result as an example of a own individual
permanence of their actions in cyberbully impact and
the digital world. Learning Objective 2: Students will responsibility online.
understand how to build a positive Students must
reputation examine their
consciousness in
their actions.

Key Terms & Definitions:

● Cyberbullying: the use of technology such as the Internet and cell phones to upset
someone.
● Drama: the everyday fights that happen between friends or classmates online or over
text. Drama isn’t the same as cyberbullying, it is just fights that occur but it can still hurt
your friends feelings and cause problems.
● Hate speech: making fun of someone or talking about someone based on their race,
religion, national origin, ability, age, gender, or sexual orientation.
● Target: a person who is made fun of or hurt on purpose.
● Offender: a person who wants to hurt or damage someone.
● Bystander: a person who does nothing when they see someone hurting someone else.
● Upstander: a person who supports and stands up for someone else.
● Escalate: to increase or make more intense.
● De-escalate: to decrease or make less intense.
● Bully: a person who uses strength or power to harm or intimidate those who are weaker

Lesson Introduction (Hook, Grabber):

The instruction should begin with a video to help the kids gauge information on what
cyberbullying actually is. Have the teacher ask first for the kids definition of cyberbullying. Make
sure to take several answers so the classroom is open for discussion. After the conversation has
naturally ended, tell the kids that they will be watching two different videos. The first video is
about what a cyberbully actually is. After introducing the first video, play it and ask the following
questions after it is completed:
https://www.youtube.com/watch?v=XktuYaCqj5k
1. Have you ever witnessed cyberbullying? If so, what was your original approach to the
situation? How would you react now?
2. What is your definition of a cyberbully?

Once the discussion has ended about the first video, play the following video and inform the
children that this is a video about someone their age, kid president, who is really working to
make a change in the world! Play the video and after it has finished, ask the children the following
questions:
https://www.youtube.com/watch?v=tgF1Enrgo2g
3. What traits does your favorite superhero have?
4. What traits do your favorite superhero and a cyberbully superhero have in common?
5. What things do you associate with cyber bullying?
6. Who is someone in your life you would consider a “superhero”?
7. What are some regular things you can do to be “extraordinary”?

We plan to get the kids excited by creating a safe environment where they feel comfortable
opening up to their peers about such a difficult topic. With our videos we will show a series of
situations and empower them to be superheros. Every kid gets excited about superheros and its
everyone dream to be one, however not many kids think of superheroes in everyday scenarios.
This is why we think that including a video about kids their age being everyday heroes will be
useful as well as a cyberbully informational video.

Lesson Main:
As a group, we decided to use out board game as our main lesson. Within this board game, we
have created verbal rules which ensure sportsmanship, kindness, and avoid a topic which we are
exactly teaching about; bullying. When introducing the main lesson, the teacher should explain
the rules for the board game listed below:
1. No foul language to your teammates.
2. Respect what your friends have to say about the topic.
3. Do not share anything that might be told during the game today.
4. Treat the game with respect, do not throw anything or rip the game.
5. Answer every question to the best of your ability.
6. Most importantly, have fun and listen well!
We also have included several activities within the board which include scenario cards, fact
cards, true/false cards, and QR codes. The scenario cards give the kids a sneak peek into real life
event and allows them to answer questions from different perspectives giving their opinion on
how to handle the situation should they be presented with it. The scenarios which have been
printed off onto cards for the children to grab during the game are listed at the bottom. As well as
these cards, we have made QR codes from several sources listed below with different questions and
tasks testing the attention these kids while integrating technology.

Lesson Ending:
Finally after completing the board game we will have a quick class discussion going over
what we have previously learned. The students will draw on prior information as well as newly
acquired cyber bullying skills to create a comic representing what they know. The focus of the
comic should be about a one specific character noticing a situation or being a bystander of a
situation and them having to “save the day,” hence the superhero theme of the board game.
This should reflect what defines a good citizen and how to fix a situation where somebody is in
danger or being hurt by another person. Students should use their creativity to create the comic
and their knowledge to represent what they have learned. Additionally, the comic should
correctly include at least 5 of the vocabulary words that we learned the other day in class. The
comic is a culmination of many components that were incorporated into the lesson, and will help
the instructor assess each student’s knowledge of key terms and the concept of cyberbullying
and why it is bad.

Assessment Rubric:
Great Average Poor

Comic Strip Masters the concept of Identifies the Struggles to grasp the
cyberbullying definition of concept of
cyberbullying cyberbullying
Is able to identify
situations of cyberbullying Can recognize Needs assistance in
situations of identifying situations
Student is able to explain cyberbullying of cyberbullying
the negatives behind
cyberbullying

Resources / Artifacts:

● Youtube
● TTL Lab
 ● QR Code Generator
● Stopbullying.gov
● https://www.proprofs.com/quiz-school/story.php?title=are-you-being-cyber-bullied
● https://www.sanjuan.edu/cms/lib/CA01902727/Centricity/Domain/334/cyberbullying_
scenarios.pdf
● http://www.safekids.com/quiz/
● Survey Monkey HB36HDS
● https://www.proprofs.com/quiz-school/story.php?title=are-you-being-cyber-bullied
● https://www.pacerteensagainstbullying.org/experiencing-bullying/cyber-bullying/
● https://kidshealth.org/en/parents/cyberbullying.html

Differentiation:
1. Differentiation for ability levels
● Low ability learners are students that learn and work at a slower pace than other students
in the classroom. The game will be played in many different groups were different groups
will have the opportunity to work at their own pace. By being in groups, students will be
able to help each other out while playing the game in order to further understand.

2. Differentiation for demographics

● This game is designed for all cultures, and ethnicities. Cyberbullying can happen to
anyone and it’s important for all students to get to work together. There will be various
groups mixed with people of all different backgrounds in order to ensure that everyone
gets a chance to see everyones opinion and viewpoint.

3. Differentiation for languages

● Students will be placed in groups where at least one or two people will speak English and
can work with the other students to help translate the cards. As for the videos they are
visual and will have subtitles so students can follow along.

4. Differentiation for access & resources

● Students will have access to iPads and or computers to access the QR codes. This game
will be played during class time so students will not need access at home.

Anticipated Difficulties:
Possible difficulties:
Complexity of the assignment: Some students may struggle with staying on task with the
assignment which is we designed the games for the students to stay engaged.Getting the
chance to act out the scenarios may also help those students who have a difficult time staying on
task. Due to the complexity of some of the scenarios some 5th graders may have a difficult time
but the instructor will be walking around all the group and provide as much assistance as
needed.

https://www.sanjuan.edu/cms/lib/CA01902727/Centricity/Domain/334/cyberbullying_scenari
os.pdf
Scenarios

Scenario 1:
A mother is walking by her son Jonathan while he is on the computer and notices that he keeps
hiding the screen when she walks by. Upon further observation, the mother sees that Jonathan is
making fun of someone else via instant messaging. What should the mother do first? Does the
mother need to contact the parents of the other child? Should Jonathan be allowed to use the
computer?

Scenario 2:
A girl had her picture taken which made her feel uncomfortable. Later that week her friends tell her that
the picture has been posted on another student’s blog. What should the girl do? Should she fight back?

Scenario 3:
A boy has written a poem for his crush and decides to send it to her in a private message on Facebook.
The girl then forwards it to all of her Facebook friends. The next day at school all of the kids are making
fun of him and his poem. What should the boy do?

Scenario 4:
A boy brought his cell phone to school one day and used the phone to take pictures of other students in
school. The next day the teacher sees that some of the students are threatening to beat up the boy. The
teacher finds out that the pictures were posted on the Web with funny captions under each. What
punishment should the boy get? Should the other students be punished for threatening him?

Scenario 5:
Two boys at school are teasing each other during lunch time. They are calling each other names and
laughing at one another. Both boys are punished and the teacher thinks that the fighting has stopped.
Rather than fight at school the students have actually started an online fight. One boy created an entire
Web page to make fun of the other. The boy who is on the Web site has told his parents. Now the parents
have come to the teacher asking why and what is going on. What should the teacher recommend to the
parents? What should the teacher do while the students are at school?

Scenario 6:
For the tenth day in a row, Andrew opens an email that says, “I’m getting closer.” He doesn’t recognize
the sender’s address. He wonders if someone at school is trying to scare him. On the other hand, it could
be a stranger. Whatever the source, Andrew is scared. The next afternoon, Andrew is home alone. The
emails come every few minutes. “I’m hiding in your house using a wireless Internet connection. You’ll
never find me. But I’ll find you.” Frozen with fear, Andrew can’t think what to do.
If Andrew called you for advice, what would you tell him?
Should Andrew call the police?
What can Andrew do to ensure his safety now and in the future?

Scenario 7:
Two female fifth graders are exchanging malicious text messages back and forth because of a
misunderstanding involving a boy. The statements are more than just name-calling and are including
threats.

With your group discuss the following questions:

Should the police be contacted?
Are both girls wrong?
What should the girls do in this instance?
What would you do as a parent if you discovered this problem?

Scenario 8:

You are online and notice that your best friend, Stacy, has messaged you saying she is very upset with
you because you didn't invite her to your play date. You respond apologizing and tell her you'll be friends
forever, is this considered cyberbullying? Why or why not?

Scenario 9:
Dylan finds out that a mean kid from his class at school has been posting saying things like he's ugly and
has no friends. What should dylan's response be? Should he respond to the bully? Why or why not?

Scenario 10:

Andrew has been posting videos of his gaming experiences and instructing other on how to play some of
his favorite video games. His friends tell him he should stop posting those because it makes him look like
a “nerd” and he might get bullied online. What would your response be to your friends if you were
andrew? Do you think he should stop doing what he likes for fear of bullying or do you think he should
continue and contact someone if he does end up getting bullied?

As well as these scenarios, we have included term cards which also have been printed. These are the
terms which we would like the students to be aware of having to do with cyberbullying by the end of the
lesson so we have made flash cards to facilitate teamwork on learning these terms.

Cyberbullying The use of technology such as the Internet

and cell phones to upset someone.
Drama The everyday fights that happen between
friends or classmates online or over text.
Drama isn’t the same as cyberbullying, it is just
fights that occur but it can still hurt your
friends feelings and cause problems.

Hate Speech Making fun of someone or talking about

someone based on their race, religion,
national origin, ability, age, gender, or sexual
orientation.

Target A person who is made fun of or hurt on

purpose.

Offender A person who wants to hurt or damage

someone.

Bystander A person who does nothing when they see

someone hurting someone else.

Upstander A person who supports and stands up for

someone else.

Escalate To increase or make more intense.

De-escalate To decrease or make less intense.

 Bully A person who uses strength or power to harm
or intimidate those who are weaker

True/false cards

t/f
Cyberbullying can take place on True
computers, cell phones and tablets.

t/f
Kids who are being cyberbullied are often true
being bullied in person too.

t/f
Cyberbullying is not as bad as bullying in false
real life because you usually forget about
it easily.

t/f
Technology like social media sites can false
only be used to hurt people.

t/f
Cyber threats involve only direct threats to False
harm someone else.
 t/f False
Recipients of an e-mail or IM from a (Recipients should NOT respond - engaging
cyberbully should not response and should in conversation with the perpetrator of a
immediately delete the message. cyberbullying incident or retaliating can
make the situation worse. However,
students SHOULD save the IMs or e-mails as
a record of the cyberbullying behavior and
tell an adult about what has occurred.)

t/f
Cyberbullying is the same as bullying. False
False -- a cyberbully tries to hide who
he/she is, while who a bully is known, you
can see his/her face.

t/f
Cyberbullying doesn't really hurt anyone. false
People who complain are just being
crybabies and wimps.

t/f
kids who are cyberbullied are more likely true
to skip school, get bad grades, and have
health problems

t/f
getting into a fight with the person at false
school is a good way to handle
cyberbullying

These links to the QR codes and questions have been listed below.
https://www.youtube.com/watch?v=wdrsP5d3MjA
Questions:
What do you think the student could of done to stop the bully?

https://kidshealth.org/en/parents/cyberbullying.html
Questions:
Create your own definition based off this explanation of cyberbullying

https://blog.udemy.com/examples-of-cyberbullying/
Questions:
Take a look at the examples of cyberbullying, has there ever been a time where you have or
have witnessed cyberbullying? How did you react or what did you do?

http://www.safekids.com/quiz/
Questions:
Work together with your teammates to complete this quiz to move forward

http://www.nsteens.org/Quizzes/WhichInternetUserAreYou
Questions: f
Take this quiz to find out what kind of internet user you are, share with your group the results

https://www.stopbullying.gov/kids/what-you-can-do/index.html
Question:
Provide your teammates with 3 ways they can prevent cyberbullying to move on

https://www.dosomething.org/us/facts/11-facts-about-cyber-bullying
Question:
Read these facts and share the one that is most surprising to you and why

https://online.campbellsville.edu/education/signs-of-cyberbullying/
Question: Identify some of the most important signs of cyberbullying

https://www.surveymonkey.com/r/HB36HDS
Question: Take this quiz to help you identify if you are a cyberbully, you can choose whether
or not to share your results.

https://www.proprofs.com/quiz-school/story.php?title=are-you-being-cyber-bullied
Question:
Take this quiz to see if you have been cyberbullied in the past. You can choose if you want to
share your results but remember you can always get help if you have questions!
Finally, our last set of learning cards are true and false. This is something that can help hammer
the ideas and actual statistics in the kids. This is an important part to our lesson because it really
helps intensify the trouble of cyberbullying for kids just like them!
Possible lesson plan:
https://www.sanjuan.edu/cms/lib/CA01902727/Centricity/Domain/334/cyberbullying%20-
%20turning%20down%20the%20dial.pdf

http://mhpwq.org/wp-content/uploads/2014/06/Cyberbulling_handout-1.pdf

http://greenfieldtalkscyberbullying.blogspot.com/