Student Name: Julie Schlude

Lesson Title: Cyberbullying: The Role of the Bystander

Grade(s): 6

# of Lessons in Unit: 1 Lesson # 1 Time Required: 40 min

Target ASCA Mindsets & Behaviors:
M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
M 3. Sense of belonging in the school environment
B-SS 2. Create positive and supportive relationships with other students
B-SS 4. Demonstrate empathy
B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary

Target PA Standards:
PS. B1.8 Know when peer pressure is influencing a decision
PS. C1.5 Differentiate between situations requiring peer support and situations
requiring adult professional help.
PS.A2.1 Recognize that everyone has rights and responsibilities, including family
and friends.
PS.B1.3 Identify alternative solutions to a problem.
PS.B1.6 Know how to apply conflict resolution skills.

Learning Objective(s):
Students will be able to evaluate a cyberbullying situation.
Students will be able to identify a victim of cyberbullying.
Students will be able to show empathy for a victim of cyberbullying.
Students will be able to identify solutions for helping cyberbullying victims.

SMART goal:
At the end of this lesson, 90% of sixth grade students will know at least two ways to
help a cyberbullying victim.
Materials:
Handouts
Markers and paper
Procedure (should be specific and have a timeline):
10:00-10:10 Introduce the lesson. Explain that we will be discussing cyberbullying
and what to do if you are a witness. Define the key terms, bystander, upstander,
empathy, peer pressure. Answer pre-test questions about what it means to stand up
for someone, and how you can stand up for someone being cyberbullied.
10:10-10:25 Read a cyberbullying scenario. Using the paper and markers provided,
draw and label a diagram connecting all of the involved individuals (label the
bully/bullies, victim, bystander). After students are done, they should think, pair,
share their work with a neighbor to discuss the roles each person played in the
cyberbullying scenario.
10:25- 10:35 Re-read the cyberbullying scenario aloud to students. Have students
answer questions about the cyberbullying scenario. Discuss the answers with the
class. Explain how peer pressure often plays a role in cyberbullying scenarios. Give
students examples of ways they could help a victim of cyberbullying.
10:35-10:40 Complete post-lesson assessment survey to show understanding. Hang
student diagrams on the wall.

Plan for Evaluation

(How will each of the following be collected?)

Process Data:
Approximately 125 6th grade students participated in a lesson learning how to
empathize with others and intervene appropriately to help victims.

Perception Data:
Students will be able to recognize that cyberbullying is taking place, and who the
victim is. They will understand when it is appropriate to intervene and some
methods for doing so. A pre-test survey will be given prior to learning, and a post-
test survey will be given after the lesson is completed.

Outcome Data:
90% of sixth graders can identify at least two ways to help a victim of cyberbullying
according to a post-lesson survey.
Discipline referrals will be examined to determine that cyberbullying incidents have
declined.

Follow Up:
Every other week for the next month, students will complete a survey about
cyberbullying to help determine if it is still taking place and to what extent.
The interventions for victims of cyberbullying will be reviewed a week after this
lesson is originally given.
Any absent students will be given all materials from the lesson to complete at
home.

Lesson Source:
https://www.commonsensemedia.org/educators/cyberbullying-toolkit

Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: One lesson was provided to approximately 125 students during
(How many lessons their Computer Science class.
provided to how many
students?)
Perception Data: Questions or Pre Post
Demonstration Date # or % Date # or %

(What do students or adults
think that students know,
believe or can do?)
Students
understanding was
measured by the
results of a post-test
survey. The results
indicated that they
recognize a
cyberbullying situation
and can identify the
victim. They can
identify ways to help
the victim or seek
outside help if
necessary. 5/1/17 50% 5/1/17 90%

Achievement or Pre Post Pre Post

Related
Results Data: Data Element Date # or % Date # or %
(Student achievement or Fewer incidents of
student choice/behavior) cyberbullying are
being reported. 5/1/17 3/week 6/1/17 <1/week