Consequences and Community Connections
- apply creative and critical thinking skills and communication skills (e.g., assertiveness and refusal skills) to manage conflicts related to cyberbullying and make informed decisions that demonstrate respect for themselves and others
- identify factors that affect the development of a person’s self-concept
- identify people and community resources that can provide support when dealing with addictive behaviours like playing too many video games
- demonstrate an understanding of safety practices and appropriate procedures for responding to cyberbullying to make a safer online school community
- apply critical and creative thinking skills to reflect on a piece of media.
Interactive White Board (optional)
One or more computers with access to the Connect[ED] Grade 6 Part 3 video (via Internet access or prior download at the following link: http://teachingtools.ophea.net/lesson-plans/connected/lesson-3-consequences-and-community-connections)
Share and clarify the lesson Learning Goals with the class in a large group discussion.
Using the Popcorn Strategy (See Notes to Teacher), invite students to respond to the following questions and record them on the board/Interactive White Board.
Teacher prompt: “What significant events happened in Part 1 and/or Part 2 of the Connect[ED] video, Grade 6 Episode: Creating a Safer Online Community?”
Student response: “Someone started a ‘We Hate Mayumi' FaceSpace group, Carlos captured Ashley posing in front of a webcam in a risqué pose and sent the image to all the students at school, Faheem is addicted to a video game.”
Teacher prompt: “In what ways could the characters have made better decisions to resolve the conflicts they faced?”
Student response: “Carlos did not have Ashley’s consent to take the photo. He should have chosen to not take it or send the text message image of Ashley to everyone at school; Ashley could have chosen not to pose on the webcam; friends of Mayumi should have supported her in an attempt to stop the bullying before it got out of hand; Faheem could manage his video playing time better.”
Teacher prompt: “What impact do you think the cyberbullying and real life bullying might have on the self-concept of the victim?”
Student response: “They might believe they deserve to be treated that way. They might feel sad and angry and believe that the bully was right in their actions.”
Teacher prompt: “Do any of these scenarios have consequences that might be breaking a law? Which one? How?
Student response: “Carlos did not have Ashley’s permission to take the photo and he sent it to the school. It is illegal to distribute intimate images of a person without their consent. Under Bill C-13, police only need “reasonable grounds for suspicion” to get a warrant to obtain information about an Internet user.
Teacher prompt: "Was the form of media used (video) helpful in sending the appropriate message to the viewers?
Student response: “Yes. I liked the characters in the video. They reminded me of my friends.”
Teacher prompt: “Did the video make an appropriate impact on its target audience of Grade 6 students.”
Student response: “Yes, I found the characters spoke like we do and the way they dressed and acted made the scenarios very believable. Also the students that were interviewed were my age and their messages were similar to what I would expect to hear from my friends.”
Teacher prompt: “Was the message delivered by the real life victim in an effective way to inform students about the dangers that can result from posting inappropriate pictures and messages online? Why?”
Student response: “Yes I found the real life victim message very effective. It helped make the animated characters come to life. She had obviously gone through a very difficult time and I certainly would not want to end up like she did.”
Teacher observation and feedback during the discussion of students' ability to use critical and creative thinking skills to review and reflect on a piece of media using Teacher Resource 8: Internet Safety Anecdotal Recording Chart
Teacher observation and feedback on students’ ability and to reflect on the significant events that occurred during Part 1 and Part 2 of Creating a Safer Online Community - identifying how the characters could have made more appropriate decisions using Teacher Resource 8: Internet Safety Anecdotal Recording Chart
Using direct instruction, inform students that they will be watching the final part of the Connect[ED] Grade 6 video, Creating a Safer Online Community. For a synopsis of Part 3 of the video see Teacher Resource 6: Creating a Safer Online Community Synopsis.
Before watching the video, hand out a copy of Student Resource 12: Anticipating the Ending to each student and have the students complete it independently. This resource will help students reflect on the situations facing the characters in the Connect[ED] video. Once students have completed the activity, invite them to share with a partner how they think the problems in the video will be resolved, what the consequences might be and what the characters could do in the future to avoid similar situations. Invite students to share their responses with the class and record them on the board/Interactive White Board.
Remind the students of the important steps in the decision-making model. Remembering these steps will help them when they are faced with an important decision that they have to make.
For possible student responses to Student Resource 12: Anticipating the Ending see Teacher Resource 10: Anticipating the Ending Suggested Answers
- State the problem
- Identify the alternatives
- Evaluate the alternatives
- Make a decision
- Implement the decision
Play Part 3 of the Grade 6 video.
Teacher observation of student’s ability to review and reflect on the conflicts presented in the Connect[ED] Grade 6 video and to demonstrate how to respond to the conflicts in a manner that would positively impact themselves, others and the school community using Teacher Resource 8: Internet Safety Anecdotal Recording Chart
In a large class discussion, review the conflicts presented in Student Resource 12: Anticipating the Ending. Encourage students to use the Popcorn Strategy (See Notes to Teacher) to share their own solutions with the class and compare them to the real solutions presented in the video.
Teacher prompt: “Do you agree with how all of the conflicts were resolved? Why/Why not?”
Student response: “Yes, I agree with how the endings were presented in the video. I could see myself using the same solutions if I were faced with similar problems.”
Teacher prompt: “Did you see any similarities in the way the conflicts were handled?”
Student response: “In all cases the situations were treated very seriously. The principal was involved, there was talk of involving the police and the parents were called into the school.”
Have the students share with a partner what they can do in their school, in their homes and in the community to ensure that they respond to cyberbullying in a manner that will make their school community a safer place to be.
Have students share with the class and write responses down on chart paper. Responses might include developing a code of behavior for technology at the school; running a school assembly to discuss cyberbullying; bringing in experts from places like Kids Help Phone to discuss the issue of cyberbullying; developing a set of rules for safe Internet use to be used at home etc..
Hand out Teacher Resource 11: Parent/Guardian Lesson and go over the goals of the lesson. Use the Thumbs Up Strategy to determine if students understand the expectations of the Parent/Guardian Lesson.
Hand out Student Resource 13: Exit Card for each student to complete independently.
Teacher observation and feedback on the exit card noting students’ ability to review and reflect on the conflicts presented in the Connect[ED] video and their ability to identify how they can make more informed decisions that will promote a safer online community using Teacher Resource 8: Internet Safety Anecdotal Recording Chart
Teacher observation and feedback of student suggestions for actions to curb the impact of cyberbullying in the community using Teacher Resource 8: Internet Safety Anecdotal Recording Chart
Teacher observation of student self-assessment related to expectations of the Parent/Guardian Lesson
Have the students write a ‘Dear Diary’ journal entry as if they were one of the characters in the video. What emotions are they feeling? Why are they feeling these emotions? How are they coping with the stress? Who are they able to talk to? How are they going to solve their problem? What can they do in the future to not end up in the same situation? What could their school do to encourage safer online behaviour? How can they contribute to a safer school online community?
Students will work on a consolidating activity that will help them to apply the knowledge they have acquired from the Connect[ED] video, Grade 6 Episode: Creating a Safer Online Community to the world around them, helping them to make better decisions.
Popcorn Strategy: A think quick on your feet strategy where students shout out answers as they think of them.
For additional resources and websites please see the Additional Teacher Supports section of the Connect[ED] website.