RCMP GRADE 9 10 LESSON PLAN

Transcription

1 RCMP GRADE 9 10 LESSON PLAN LESSON: CYBER BULLYING CONFLICT, APPROPRIATE BEHAVIOUR, SUPPORT LESSON OBJECTIVES Learn abut anger and healthy ways t deal with it Examine hw cnflicts, particularly bullying, escalate nline Review safe and healthy digital cmmunicatin Discuss where t g fr help and supprt when dealing with cyber bullying MATERIALS Cpies f the fllwing handuts: Technlgy + Cnflicts = Prblems ( Handut) Safe and Healthy Digital Cmmunicatin ( Handut) Cyber Safety Tp Three Tips ( Handut) Chart paper Markers Small package f pst it ntes per student SMART Bard ADDITIONAL INFORMATION FOR FACILITATORS This lessn shuld take apprximately 75 minutes t cmplete. Facilitatrs shuld review the answers and suggested respnses fr each activity s they can add additinal infrmatin that may be specific t their schl r cmmunity. Facilitatrs may want t cnsider what supprt resurces are available in the area fr yuth that deal with cyber bullying. The purpse f this lessn is t help yuth understand the imprtance f thinking befre they pst and hw what they d nline has a lng life span. Once yu hit send, yu lse cntrl ver that cntent. As adults we must decrease vulnerability and help yuth understand when t hit send, when t hit delete, and hw t prtect themselves when they use technlgy. TEACHING/LEARNING STRATEGIES INTRODUCTION: LESSON OUTLINE (5 MINUTES) Prvide an utline fr the students abut what yu will cver tday. In the class, students will talk abut anger and anger management, examine hw cnflicts and bullying can escalate nline, review safe and healthy digital cmmunicatin, and review surces f supprt.

2 ACTIVITY #1: HANDLING ANGER (15 MINUTES) Strategy: Pst It, Pile It Tell students that there will always be times in their lives where they feel upset r angry. Everyne experiences a mment in their lives when smene hurts their feelings r des smething wrng. The imprtant thing is t knw hw t handle themselves in thse mments. We are respnsible fr ur wn actins. Each actin and the resulting reactin will cause a chain f events, and the utcmes can t be erased. Prvide students with a small package f pst it ntes and put them int small grups f 4 5 students. Tell students the instructins fr this activity. First, yu will read a questin alud. Students will independently write dwn answers n individual pst it ntes. There shuld be ne respnse t the questin per pst it nte, but n limit t the number f respnses that students want t prvide. Once everyne has written their respnses dwn, students will wrk in small grups t review the answers. One persn will say ne f their respnses and place it in the middle f the grup. Anyne else wh has a similar respnse will put theirs n tp. The next persn in the grup will say a new respnse and put it in a new spt in the middle. Once again, all ther grup members wh had a similar respnse will place their nte n tp. This prcess will cntinue until all pst it ntes are accunted fr. Once cmpleted, students shuld chse their tp three respnses and be prepared t share these with the class. Read the fllwing questin alud t the grup: When yu feel upset r angry, hw d yu handle it? Have them recrd their respnses n individual pst it ntes and cmplete the activity as nted abve. Respnses will vary; pssibilities are: argue, yell, g away t be by myself, talk with friends, exercise, cry, eat, take a walk, punch smething, talk with parents r trusted adult, blg, etc. Have grups share their tp three respnses. The facilitatr will recrd the tp respnses n chart paper r the SMART Bard. Ask if students have anything else t add t the list. Lking specifically at the full list created n the SMART Bard r chart paper, ask students t identify the healthy ways f handing anger. The facilitatr culd circle r star the healthy chices. Remind students that the best way t deal with anger is t walk away, take sme time alne t think abut hw yu re feeling, r talk with a trusted adult r lder persn. Ask students t add any additinal healthy ptins fr dealing with anger t the list. Debrief by telling students that smetimes when we are upset r angry, ur first reactin is t text, pst r send inapprpriate r mean messages. Ultimately when yu are angry, yu want t take sme time t figure ut a way t handle the situatin apprpriately withut resrting t using technlgy. When we pst smething nline, the cntent is ut f ur cntrl and can have a lng life span. This can escalate ur anger r make the situatin wrse. It can make smething that was insignificant, and culd have been dealt with quickly, turn int smething that might end a relatinship. Inapprpriate and negative psts r texts abut smene else are cnsidered cyber bullying. When students are caught cyber bullying smene, it can have serius cnsequences fr their future. Remind students that smetimes in bullying situatins, the peer pressure r pwer can make us caught up in the mment and we ften frget t stp and think abut the lnger term cnsequences and hw bullying makes everyne else feel. It is imprtant t remember that there are lasting cnsequences when we pst r send infrmatin using technlgy. Real life ges n, but there is always a trace left behind nline. Remind students that in the scenari with Damien, Jasmine and David, it is clear hw easily things like this can happen nline and hw quickly situatins can turn int bullying. Facilitatr shuld cnsider linking t recent stries in the news abut yuth wh experienced negative cnsequences as a result f cyber bullying (e.g., charged, death, etc.) ACTIVITY #2: TECHNOLOGY ESCALATES CONFLICT (40 MINUTES) Strategy: Huddle Up

3 In this activity, students will have a chance t discuss hw t handle cnflict and think abut alternatives t using technlgy when they are angry r upset. They will lk at the ptins and present their scenari and utcmes t the class. Put students int fur grups fr this next activity. Prvide students with the instructins fr this activity, as well as a cpy f Technlgy + Cnflicts = Prblems ( Handut). Explain t students that this activity is called huddle up. T start, the facilitatr reads a scenari alud t the grup, then grups will huddle up and cllabrate n their respnse. The facilitatr shuld use the numbered heads strategy, where a number is assigned t each member f the huddle grup. They shuld think f all the pssible respnses as they answer the tw questins n their sheet and recrd their ideas n the handut. The facilitatr will then call ne number and the persn in each grup wh has that number will share the answer fr the grup. This prcess will be repeated fr each f the fur scenaris. Remind students that fr each scenari, they will discuss with their grup what impact technlgy had n the utcme and hw culd this have been different if the peple invlved had talked face t face abut the prblem. The facilitatr can use Technlgy + Cnflicts = Prblems Reference ( Reference) when taking up the student answers. The facilitatr shuld add any cmments related t the legal r schl related cnsequences in their area fr these behaviurs. Scenaris fr Huddle Up: Scenari #1: Isabella and Michelle have been friends fr many years. Last week Michelle was dealing with sme persnal stuff and shared it with Isabella in cnfidence. Yesterday, Michelle fund ut that Isabella tld anther ne f their friends abut her persnal prblems. Michelle was really mad s she immediately changed her status n Facebk t smething rude abut Isabella and then texted a bunch f their friends t say that Isabella was a gssip and culdn t be trusted. Isabella respnded t the pst by saying that Michelle was lying and had been talking badly abut all their friends. Fr the next few weeks, texts and messages went back and frth between them and eventually they just stpped talking t each ther. Scenari #2: Jermaine recently psted a picture f himself nline. Carls, ne f his gd friends, psted smething inapprpriate under it. Then, within an hur, there were ver 30 cmments frm ther friends, each getting prgressively ruder and meaner. Many friends als liked varius cmments, usually the nes that were the mst inapprpriate and mean. Jermaine was mad that Carls started the psts s he decided t pst an embarrassing picture f Carls t retaliate. He tags him in it and writes a really inapprpriate cmment. The next day at schl, Carls refuses t talk t Jermaine. Scenari #3: Jessica, Bianca and Karlee have been playing vlleyball tgether since Grade 5 and are n the schl vlleyball team. Last mnth, Jessica was added t the starting grup. Karlee and Bianca thught Jessica started acting like she was better than them, s they started texting each ther abut Jessica. They wuld message back and frth even while they were hanging ut with Jessica. Eventually, Jessica started feeling excluded and culd sense that smething was ging n. This went n fr weeks and Jessica cntinued t try t hang ut with them, but felt uncmfrtable. She wuld repeatedly cme hme frm practices in tears and shared her feelings with her parents. Jessica started t make cmments nline that Bianca and Karlee were the weakest members f the vlleyball team. Last weekend they were at a vlleyball turnament and Jessica s mm saw that Bianca and Karlee were excluding Jessica and yelled at them fr it. All three girls were remved frm the vlleyball team. Scenari #4: Nathan and Raelyn have been dating fr six mnths. Lately, Nathan s friends have been telling him that if Raelyn really likes him, she ll send him a picture f herself in her bra. The ther day, Nathan repeated this t Raelyn s she sent him a picture t prve hw much she liked him. She asked him nt t share it with anyne. The next day, Nathan shwed a few friends at schl. After lunch, ne f the guys he had shwn the picture t suggested that he frward it t a few ther guys in the class s Nathan did. They chse t frward the picture t thers and eventually everyne in the class received a cpy f the picture. A teacher fund ut and had t invlve the principal. Nathan and Raelyn had t meet with their parents, the principal, their teacher and the plice t reslve the issue. The picture is still being frwarded. Raelyn s parents want t press charges fr pssessin and distributin f child prngraphy.

4 At the end f the activity, explain t students that yu really have t keep yur anger, hurt, and/r frustratin in check. Take time t calm dwn and avid using technlgy t deal with a prblem. The best ptins are t use the strategies t handle anger when yu are feeling hurt r mad and t always practice safe cmmunicatin when using digital technlgy Cnflict in life is nrmal, but hw yu handle it is yur chice. Using technlgy escalates cnflict and makes prblems wrse. Yuth need t be aware f this when deciding hw t deal with prblems that arise. ACTIVITY #3: SAFE & HEALTHY DIGITAL COMMUNICATION (10 MINUTES) Remind students when anyne psts r texts smething, it can have a lng life span. The cntent is ut f ur cntrl. We need t be certain that we will nt regret what we pst. It is imprtant that we always act respnsibly, in a way that we will make us prud f ur behaviur. Prvide students with a cpy f the handut Safe & Healthy Digital Cmmunicatins ( Handut). Tell students that just like in real life, there are rules fr staying safe when using digital cmmunicatin tls. Tell students that they will have a chance t think abut the apprpriate ways t behave in real life and apply them t their nline wrld. These behaviurs can include hw t speak t peple prperly, listen attentively, and handle cnflict apprpriately. With a partner, students shuld cmplete the handut. This can be taken up befre the end f the class r assigned t be cmpleted as hmewrk and cllected the fllwing day. The facilitatr can use Safe & Healthy Digital Cmmunicatins Reference ( Reference) when taking up student respnses. CONCLUSION: SUPPORTS T cnclude the lessn, remind students that the message they learned tday abut hw cnflict can escalate when they use technlgy is ne that they shuld cnsider frm nw n befre they use their phne r cmputer t respnd t a situatin. Tell students that it is imprtant that they never feel like they have t handle anything n their wn. There are ging t be times when peple find themselves in situatins that they can t get ut f perhaps smene chses t sext their girlfriend r byfriend, r maybe they write a harsh text t a friend wh said smething sarcastic abut them. We might be angry and write smething inapprpriate nline, r we might get a text frm a classmate that is spreading a rumur abut anther student. Whatever happens, there are always peple and supprts t deal with the situatin befre it escalates. At these times, it is imprtant that we d the right thing. When smene stands up against bullying, we call them an upstander. Prir t leaving, have each student answer the fllwing questin: Wh wuld yu g t fr help when dealing with cnflict r a prblem? Sme respnses might include: parents, lder siblings, relatives, guardians, neighburs, teachers, educatinal assistants, guidance cunsellrs, crssing guards, plice, principal/vice principal, lder students, caches, Elders, help lines, student services, in emergencies 9 1 1, etc. Ask students t vlunteer respnses. The facilitatr shuld generate a list f all the respnses s that it can hang in the classrm t remind students that they can always ask fr help. T cnclude the lessn and summarize the imprtant pints, each student shuld be prvided with a cpy f the handut, Cyber Safety Tp Three Tips ( Handut). A cpy shuld be made int a pster and hung in the class. Be sure t review the handut with the class: Tip #1: Rules fr respectful relatinships that apply ffline als apply nline. Remind students that it is imprtant t knw and remember that their real wrld rules als apply nline. If they wuldn t swear in real life, they shuldn t d it nline. If they wuldn t say mean things t smene in persn, they shuldn t say it nline. Tip #2: Stp and think befre yu pst/send. Remind students that they need t think befre putting anything nline r in a message/ , including pictures, messages, blgs, psts, infrmatin, links, etc. Anything that is transmitted digitally r electrnically ptentially has a lng life span. Smetimes it is there frever. Really think befre yu hit send abut the cnsequences, utcmes, and "life span" f the cntent. Cnsider what infrmatin r image yu want t have n the Internet lng term.

5 Tip #3: Be fast t reprt and hit delete. Tell students that it is equally as imprtant t be fast t hit delete. When yu see r receive an inapprpriate, disrespectful, hurtful, harmful piece f cntent abut smene else, tell an adult and delete it. Dn t frward it n. Dn t keep it. Dn t share it. If it is abut yu, print and save a cpy. SUGGESTIONS FOR EXTENSION ACTIVITIES Students culd Create and present rle plays that shw a cnflict with tw utcmes ne when the fight mves t the nline wrld, and ne where the fight is dealt with in the real wrld. Develp guidelines fr hw t handle cnflict apprpriately nline and ffline. These culd be psted in the classrm fr students t review. Present messages t yunger students abut cyber bullying and why it is imprtant t stand up against bullying and cyber bullying. Create Safe and Healthy Digital Cmmunicatin guidelines reference chart that will hang in the classrm. Develp Fact Cards that utline apprpriate ways t cmmunicate, whether it be a card abut Netiquette, Active Listening, r anther healthy cmmunicatin skill.