Time to Leave the Chat

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  HE.3.PHC.2.5 Identify types of cyberbullying

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Caught in the Middle.” See CPALMS resource ID# 218988

• Career Connection

  
  

  This lesson plan is designed to help students develop mindfulness of the impact of their words and actions online. Building a positive digital footprint early is important. Students will practice the durable skills of communication and collaboration. In the domain of communication, students will explore how to communicate online appropriately. Through the classroom discussion part of this lesson, students will locate cyberbullying and discuss the impacts of cyberbullying and doxxing on the internet. The students will practice the durable skill of collaborating with their peers to promote positive online behaviors through designing digital posters that focus on cyberbullying and online safety.

• Learning Objectives

  
  

  Students will be able to:

  • Explain what actions should be taken if you are a victim of cyberbullying.
  • Explain what actions should be taken if you witness cyberbullying.
  • Identify the appropriate use of technology for communication.
  • Use a digital writing tool to collaborativily draft a poster.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • What is personal information (real name, school, address, phone number)
  • Define bullying and cyberbullying

• Guiding Questions

  
  
  • What are ways to protect yourself and others from cyberbullying?
  • How can you keep your personal information safe online?
  • What are the different forms of cyberbullying?

• Procedure

  
  
  1. To introduce the lesson, begin by reviewing what is a bully and what is a cyberbully. Ask students for examples of cyberbullying behavior. Introduce the term “Doxxing,” and explain that this means to share someone’s personal information online without permission. Pass out a sticky note to each student and ask the students to write down a rule to stay safe online. Let students know that these ideas may be used for the final project.
     1. Have students place their sticky notes on a chart paper titled: “Online Safety Tips”
     2. Point out any sticky notes that have something to do with not talking to strangers.
  2. Let students know that today they will read a case study about an online chat room. Ask students to share what they know about online chats in games.
     1. Pass out a copy of the case study “Caught in the Middle” CPALMS Resource ID# 218988.
     2. Give students time to read through the case study individually or in pairs.
     3. Post the case study on the board and read through it together.
        1. You may have students act out the lines in the chat feature.
  3. Pose the following discussion questions as the case study is read:
     1. How do you think Mark feels when someone enters the chat?
     2. What rules do you have for online gaming? What rules does Mark have for online gaming? What rules does Steve have for online gaming?
     3. What should Mark do when Steve asks him to join a chat?
     4. What do you think about the chat in this case study?
  4. After the students have finished reading, ask the students what they think about the events in the chat. What did they notice? How did it make them feel?
  5. Provide students with a highlighter, ask students to locate the personal identifiable information shared in the chat, and highlight it (hint: Steven’s username also has personal information). Explain that when Steven shares Mark’s personal identifiable information that is considered Doxxing: sharing someone's personal identifiable information online without their permission. This is a form of cyberbullying. Then have students circle all of the places where cyberbullying is starting. Begin a discussion with students about where they see cyberbullying in the chat.
     1. Explain that cyberbullying can start with sharing personal information.
     2. Explain that name-calling is not okay and could turn into cyberbullying.
     3. Discuss what Mark could do in this situation, what could Steve do?
        1. Ask students to decide if Steve is being an upstander (standing up to a bully), a bystander (standing by while someone is being bullied), or something else. Invite a debate among students.
  6. Tell students they will use their understanding of cyberbullying and doxxing to create an online poster to promote online safety. Students can work individually or in groups. Provide options for creating their digital poster such as Google Slides, PowerPoint, or other multimedia options available at your school. Provide students with the following prompts to help them brainstorm ideas.
     1. Ways to be an upstander.
     2. Signs of cyberbullying.
     3. What is doxxing?
     4. Tips for staying safe online.
  7. Pass out the planning sheet to students or student groups. Have students spend about 10 minutes planning a poster they will create online. The planning sheet is an option to help students organize their thoughts to make sure their poster shares important information that focuses on the objectives.
     1. What images or photos do you want on your poster?
     2. What important words or vocabulary about cyberbullying will you use on your poster?
     3. What do you want people to know when they look at your poster?
  8. Provide time for students to work, move among students to give feedback, and ensure students are completing work.
  9. Have students present their posters, students can explain how they are representing cyberbullying on their posters.
     1. Reflect on the posters with the students. Then close with the following discussion questions.
        1. How does online communications or chats reflect who you are as a person?
        2. What lessons do you think Mark learned about online safety? What did Steve learn?
        3. Before this activity did you ever think about how your online chats can affect other people?

• Teacher Notes

  
  
  • The planning sheet can be edited to meet each teacher’s individual needs.
  • This lesson could be completed over 2 days or multiple lessons.
  • The following are examples of personal identifiable information shared in the case study.
  • • Steve’s screenname includes his first name
  • • School information
  • • Mark’s age
  • • Mark’s first and last name

• Optional

  
  

  Summative Assessment Ideas:

  • Ask students to write a short reflection on what they learned about cyberbullying and doxxing.
  • Have students create an action plan for what Mark should do now.

  Accommodations Suggestions:

  • Allow students to orally present ideas or to draw a picture instead of using a device to create a multimedia presentation.