Skip Navigation

Contextual Learning Portal

Sharing the Anti-Bullying Message

Basics

  • Project TitleSharing the Anti-Bullying Message
  • ThemeBullying Prevention
  • Submitted ByJoan LaRocca & Julie Richard-O`Donovan
  • OrganizationNorth Adams Public Schools
  •  /project205_7238/play_baseball.png/project205_7238/play_batman_and_robin.png/project205_7238/share_the_monkey_bars.png/project205_7238/sit_with_a_friend_in_the_cafeteria.png
  • Brief DescriptionAfter completing an anti-bullying curriculum presented in class by the school adjustment counselor, the fifth grade students created a PowerPoint presentation including key points they felt should be shared with the kindergarten students. The two groups met to explore the anti-bullying message. They then collaborated to create illustrations of ways to treat each other respectfully. The illustrations were scanned by fifth graders and inserted into the PowerPoint presentation.
  • Materials / Resources1. Massachusetts Aggression Reduction Center (MARC) Bridgewater State University
    Bridgewater, MA
    2. Say Something by Peggy Moss
    Tilbury House Publishers
    3. Computers (Microsoft PowerPoint)
    4. Scanner
    4. Paper & colored pencils
  • Team membersJoan LaRocca
    Julie Richard-O`Donovan
  • Pre-requisite knowledgeIn order to prepare PowerPoint presentation for the first graders, fifth graders need to know:

    1. Vocabulary terms- define and provide examples for: bully, target, egger, and bystander
    2. Identify feelings related to being a target, bystander, egger and bully
    3. Identify the importance of the bystander
  • Technical support neededMicrosoft PowerPoint
    Scanner
  • Any modifications or extensions for particular student populations?None

Key Questions

  • Key QuestionsWhat is bullying and cyberbullying?

    What role do bullies, targets, bystanders and eggers play in a bullying situation?

    What are the effects of bullying and cyberbullying on children?

    What can you do if you or someone you know is being bullied or cyberbullied?

  • Connections: How or why was this topic identified? Why is it meaningful?The curriculum was implemented as a result of a state mandate regarding bullying/cyberbullying prevention education. It is meaningful because of the affects bullying has on the social/emotional health of the child which can impact student learning and self-esteem.
  • Background Research: What resources were used to find background information for this project?1. Massachusetts Aggression Reduction Center (MARC)
    Bridgewater State University
    Bridgewater, MA

    2. "Schools Where Everyone Belongs Practical Strategies for Reducing Bullying" By Stand Davis; Research Press, Champagne, IL 61822

    3. "Bullies Are a Pain in the Brain" Written and Illustrated By Trevor Romain; Free Spirit Publishing, Inc., Minneapolis, MN 55401
  • Outcomes: What was the outcome? How was it shared or applied in the community?The final product (outcome) was an Anti-Bullying PowerPoint presentation that is relevant to all elementary age students. It was shared with kindergarteners. Students had an opportunity to discuss the anti-bullying themes presented in the slide show with the school adjustment counselor.

Units / Activities

  • Introduction 45 minutes Define terms and discuss roles and the affects of bullying on students` social/emotional healthMARC curriculum Stan Davis
  • Survey & Discuss 45 minutes Through MARC survey and discussion students will identify and discuss bullying issues in our schoolMARC curriculum survey
  • Think-Pair-Share Two 45-minute sessions Topic: How to address bullying in our school?
  • Creating a Product Two 45-minute 1. Students decided to share anti-bullying/cyberbullying message with kindergarten students by creating a PowerPoint presentation
    2. Cooperative Learning
    . Massachusetts Aggression Reduction Center (MARC) Bridgewater State University Bridgewater, MA 2. "Schools Where Everyone Belongs Practical Strategies for Reducing Bullying" By Stand Davis; Research Press, Champagne, IL 61822 3. "Bullies Are a Pain in the Brain" Written and Illustrated By Trevor Romain; Free Spirit Publishing, Inc., Minneapolis, MN 55401 4. Computers with Microsoft Office
  • Sharing the message and creating the illustrations 45 minutes1. The fifth grade students shared the key points and vocabulary terms of the anti-bullying message with the kindergarten students. The kindergarten students drew pictures illustrating pro-social behavior. Paper and colored pencils
  • Scanning images and inserting them into PowerPoint 45 minutesStudents scanned the illustrations and inserted them into the Powerpoint presentation.
  • SharingKindergarten and fifth grade students viewed the final PowerPoint presentation togetherComputer, Projector, screen See attached PowerPoint presentation
  •  

    View/Download File: /project205_7238/Sharing the Bullying Message Grade K and 5.ppt

Instructional Techniques

  • Vocabulary BankBully, target, bystander, egger, ally, cyberbully, empathy,
  • Reflective WritingPrompts:
    What roles do bullies, targets, bystanders and eggers play in a bullying situation?

    What are the affects of bullying and cyberbullying on children?

    Has this project changed your attitudes and beliefs about bullying in our school?

Assessment Techniques

  • 5th Grade: Reflective WritingPrompts:
    What roles do bullies, targets, bystanders and eggers play in a bullying situation?

    What are the affects of bullying and cyberbullying on children?

    Has this project changed your attitudes and beliefs about bullying in our school?
  • KindergartenDuring morning meeting school adjustment counselor engaged students in discussion of key terms (bully, egger, target, ally, cyberbully) and each child identified a person he/she could go to for help with bullying.

Frameworks / Skills

  • 21st Century
    Creativity and Innovation Skills
    Demonstrating originality and inventiveness in work. Developing, implementing and communicating new ideas to others. Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
    (21st Century)
  • 21st Century
    Communication and Collaboration Skills
    Articulating thoughts and ideas clearly and effectively through speaking and writing. Demonstrating ability to work effectively with diverse teams. Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Assuming shared responsibility for collaborative work.
    (21st Century)
  • 21st Century
    Leadership and Responsibility
    Using interpersonal and problem-solving skills to influence and guide others toward a goal. Leveraging strengths of others to accomplish a common goal. Demonstrating integrity and ethical behavior. Acting responsibly with the interests of the larger community in mind.
    (21st Century)
  • Comprehensive Health
    5.1 Feelings and Emotions
    Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings
    (Comprehensive Health)
  • Comprehensive Health
    5.5 Decision Making
    Explain and practice a model for decision-making that includes gathering information, predicting outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions
    (Comprehensive Health)
  • VTE Strand 6 - Technological Knowledge and Skills
    6.A.01a
    Select and utilize the appropriate technology to solve a problem or complete a task.
    (VTE Strand 6 - Technological Knowledge and Skills)
  • VTE Strand 6 - Technological Knowledge and Skills
    6.A.05a
    Save, retrieve, load, format, and import data into, and export a variety of electronic documents (word processing, spreadsheet, database, AND desktop publishing).
    (VTE Strand 6 - Technological Knowledge and Skills)
  • VTE Strand 6 - Technological Knowledge and Skills
    6.C.06a
    Present information, ideas, and results of work using any of a variety of communications technologies (e.g., multimedia presentations, Web pages, videotapes, desktop-published documents).
    (VTE Strand 6 - Technological Knowledge and Skills)

Tags = service-learning | Subject = Technology, Service_Learning, Other: Health (Bullying Prevention) | Grade Level = Elem | Time Period = School Year | Program/Funding = |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=205.7238