Your Team Will Need To

“What Did I Say?” Info for (A Web Quest to help you understand the power of your words and actions)

Introduction Introduction

Task Watch the evening news. Read the paper. The message is Process the same. Nationally, incidents of school violence are increasing. Resources

Click here to… Evaluation Get the facts.

Conclusion Task Introduction The administration and teachers of your school are committed to creating a “safe” and supportive learning environment Task based on mutual respect. You are part of a team that will research ways to prevent school violence and bullying. Based on your research you will brainstorm ideas for a school wide plan to address bullying. Process Your team will need to: 1. Create bookmarks on bully facts to distribute in the media center. What do Resources we need to include on the bookmarks? 2. Complete a graphic organizer to describe at least two other strategies or ideas (besides bookmarks) that Evaluation could be used to educate our students about the dangers of bullying. What does the organizer look like? 3. Prepare an oral presentation to Conclusion share your plan with the class.  As a class, we will then use the best suggestions from each group to create a class plan to present to the administration. Process For this three-day project, the class will be divided into small groups. Your group will become Introduction your research team.

Day One (in the lab) : Your team will have one class period to research bullying using Internet resources. Task You will take notes during the research using the “Facts About Bullying” organizer. Remember, if you find an interesting statistic, record it on your organizer. Process Day Two (in the classroom) : The team will use their research notes to create four bookmarks to distribute in the media center to teach others about bullying. Click here to… Review bookmark Resources expectations. The team will brainstorm at least two suggestions to use to teach the students in our school about bullying and school violence. Click here to see the… Evaluation “Bullying Prevention Plan” organizer. Finally, the team will need to create a presentation to share the plan.

Day Three (in the classroom) : Conclusion Each team will present their bookmarks and prevention plan to the class. As a class, we will identify the “best ideas” from the suggestions developed by the teams. We will then create a class proposal on bullying to present to the administration. Internet Resources As you complete your research on bullying, you will want to explore several of these worthwhile sites. Remember, your team will only have one day to complete the research so use your time wisely; stay on task. Before you begin your research, you will take a quick quiz on bullying to see how much you already know. Click here to Take The Quiz.

(Remember, once you get to the link, use your “Facts About Bullying” organizer to take notes. To come back from the link, use the blue “back” arrow on the tool bar at the top of the screen.) To begin your research, click on a link.

http://www.insideouted.com.au/  Provides strategies on what to do if you are bullied http://www.stop-violence.org/page.asp?pageID=1&NavID=5  describes how one school in Kansas created a “kindness is contagious” plan to stop bullying http://www.safeculture.com/  describes the benefits of preventing bullying http://www.cnn.com/US/9908/20/bullies/  summarizes a study that reveals how common bullying is in the U.S. http://www.cnn.com/US/9905/28/school.violence.lessons/  explores the connection between preventing school violence and stopping bullying More… (scroll down to see additional Internet resources) Introduction

Process

Resources

Evaluation

Conclusion Internet Resources http://www.ianr.unl.edu/pubs/family/nf309.HTM  offers suggestions to deal with bullying Introduction http://www.focusas.com/Bullying.html  identifies characteristics of bullies and victims; describes consequences; offers prevention strategies

http://www.nctimes.com/news/2001/20010427/70739.html Task  describes how one middle school involved parents in preventing school violence and bullying

http://www.kidshelp.com.au/info7/what.htm Process  offers suggestions on what to do if you (or someone else) is being bullied

http://members.aol.com/kthynoll/advice.htm  describes advice for dealing with bullying Resources http://cbc.ca/cgi-bin/templates/view.cgi? category=Canada&story=/news/2000/11/20/BCbullies001120  summarizes a news story about possible legal charges against bullies named in a Evaluation suicide note http://www.bullybeware.com/story6.html  describes signs for parents to look for if they suspect their kid may be involved in bullying Conclusion http://www.ed.gov/pubs/AnnSchoolRept98/studnt.html  an annual government report that includes suggestions for kids on how to handle bullying Evaluation For this project, your work will be evaluated using a rubric based on how well you completed each task. You will receive group Introduction grades and individual grades. What are the criteria on the rubric?

Task Conclusion The goal of this Web Quest was to help you to understand the power of your words and actions. Everything we say and do has an Process impact on others. Reflection Questions

Answer at least on of the following…

Resources  What will you do differently because of this experience?

 How will you be part of the solution to the bullying/ Evaluation school violence problem?

Conclusion TeamIf you’re Members: not part of the solution, you’re part of the problem. ______Section: ______Facts about Bullying

What is bullying? What does it look like? What does it sound like?

Why is bullying a problem? What are the side effects? How does it affect the victim?

How common is bullying? How often does it happen?

What should you do if you or someone else is bullied? How can others help to stop it?

Go back to the PROCESS “What Did I Say?” (A Web Quest to help you understand the impact of your words and actions) -The Teacher’s Page- Created by: Karen Shomaker Oakdale Middle School (FCPS)

Who? Grades 6-8 How? Small groups of 2-4 students How long? 4 days Why? To help students realize the impact of their words and actions; To generate ideas to prevent school violence

Curriculum Connections Mdk12.org

SS.7.2.8.4 (STD - Social Studies) describe the impact of prejudice and discrimination on individuals and groups

1.8.5 (STD –Reading) Comprehension and Interpretation of Informational Text*

 compare and contrast information from different articles or procedures on the same topic (MLO. R. 2.2.1, MLO.R.3.2.1)

 draw inferences, conclusions or generalizations about text and support them with textual evidence and experience (MLO. R. 2.2.2, MLO.R. 3.2.2)

 connect and clarify main ideas and concepts and identify their relationship to other sources, related topics, or prior experience (MLO. R. 2.3.1, MLO.R. 3.3.1)

 summarize text in a manner that reflects the main ideas, significant details, and its underlying meaning (MLO. R. 2.1.1.)

 compare and contrast information with prior knowledge (MLO. R. 3.3.2.) 6.8.1 (STD –Speaking) Organization and Delivery Strategies  create visual aids, using technology when appropriate, to support presentations

6.8.3 (STD – Speaking) Evaluation of Oral Presentations  generate and use criteria to evaluate oral presentations and discussions

fcpsteach.net

 Integrated Studies Essential Curriculum

I.S.600.20 Demonstrate the ability to read for information I.S.600.20.03 Identify relevant points in a text I.S.600.20.04 Summarize text

I.S.600.40 Communicate essential information in an independently chosen format I.S.600.40.02 Prepare and deliver an oral presentation I.S.600.40.03 Use visual representations to organize information, support conclusions, and /or provide justifications I.S.600.40.04 Use criteria from a rubric to plan/evaluate a final product

I.S.600.50 Utilize available technology I.S.600.50.01 Demonstrate knowledge of basic computer functions I.S.600.50.02 Use technology to access information

I.S.600.60 Interact cooperatively with others I.S.600.60.01 Create and support an environment in which peers can share input and freely express ideas I.S.600.60.02 Use cooperative group situations to solve problems I.S.600.60.03 Use self reflection and peer feedback to identify areas for improvement

 Guidance Essential Curriculum

Apply skills designed to build social and personal relationships by -developing a positive attitude towards self -distinguishing between appropriate and inappropriate behaviors -learning to make and keep friends -recognizing personal boundaries, rights and privacy needs -differentiating between situations requiring peer support and those requiring adult professional help Each team member should create four or more bookmarks. 1. Include at least two of the following facts about bullying…  What is bullying? o What does it look like? o What does it sound like?  Why is bullying a problem? o What are the side effects? o How does it affect the victim?  How common is bullying? o How often does it happen?  What should you do if you or someone else is bullied? o How can others help to stop it?

2. Be neat  Colorful  Easy to read  Organized (planning/ use of space)

3. Be accurate

Content Go back Mechanics to the TASK Team Members: ______Section: ______Graphic Organizer “Our Plan to Prevent Bullying”

Based on what we have learned about bullying and what other schools have done to prevent (or stop) it, we think our school should…

Suggestion #1: (Describe one of your ideas to prevent bullying.)

Reason for this suggestion: (Explain or support your idea using details and/or examples.)

Suggestion #2: (Describe one of your ideas to prevent bullying.)

Reason for this suggestion: (Explain or support your idea using details and/or examples.)

Go back to the TASK