By: Abbie Stirling

Date: 10/15/2020
Teacher: Abbie Stirling
Lesson Title: Health Lesson Plan (Physical Education): The Power of an Upstander
Grade Level: 4th

Central Big Idea and Focus:

Focus
This lesson introduces the roles of aggressor, target, and a bullying situation along with the
bystander. Bystanders include the person or persons who are not aggressors or targets but are
caught somewhere in between. They are often scared, stuck and silent. Although they are not
aggressors or targets, kids in the middle are involved in the aggression and have the potential
to take action to change the situation for the target. Research tells us that bystanders
experience many of the same emotions and somatic responses as the target. Research also
suggests that if bystanders choose to get involved in some way that supports the target, they
have a good chance of being successful in shifting power away from the aggressor. The role of
the bystander is critical when aggression occurs and thus by the end of this lesson students
will be able to identify the difference between a bystander and an upstander. Students will also
learn tools for comfortably becoming an upstander.

Standard(s) Content Health Standards

Standard 1: Essential Concepts
● 1.2.Standard- Identify behaviors that may lead to conflict with others.
● 1.3.Standard- Describe the different types of bullying and harassment.
● 1.4.Standard- Examine the effects of bullying and harassment on others.
Standard 5: Decision Making
● 5.2.Standard - Examine the consequences of bullying and harassment.
● 5.3.Standard- Analyze the benefits of using nonviolent means to resolve conflicts.
Standard 7: Practicing Health-Enhancing Behaviors
● 7.1.Standard- Demonstrate strategies to avoid bullying and other types of harassment.

CSTP:
• Element 1.3: Connecting subject matter to meaningful, real-life contexts
• Element 2.2: Creating physical or virtual learning environments that promote
student learning, reflect diversity, and encourage constructive and productive
interactions among students

st
21 Century Learning Integration
st
21 Century Learning Skill(s):
● Communication
● Critical Thinking
● Creativity

Content Content Objective: After activating students’ background knowledge on word parts,
Objective: students will be able to identify

Social Objective: Students will identify the target, aggressor, and bystanders, and potential
Upstander Solutions in the Bullying Scenario Activity
 By: Abbie Stirling

Academic Academic words to pre-teach:

Language Vocabulary
Demands: ● Target
● Aggressor
● Verbal Aggression
● Physical Aggression
● Relational Aggression
● Bystander: The person or persons who are not aggressors or targets but are caught
somewhere in between.
● Upstander: A bystander who comes to the aid of a target.

Adaptations: SPED:
-Provide a clear beginning and end to activities and tasks.
-Use role-play
Description Informal Assessment(s): think-pair-share with justification statements, whole group guided
of questions, whip around closing circle, one word share
Assessment:
Formal Assessment(s): independent exit ticket to assess mastery
Prerequisite -Role of an aggressor and a target
Background
Knowledge/
Skills:
Materials: - Bullying Scenario Worksheet
-Question cards for discussion
-Exit Tickets

Open Timing: 10 minutes

Read short book The Juice Box by Bob Sornson and Maria Dismondy

● Quick vocab review, pair share

○ Target, Aggressor
○ Peer Aggression
■ Physical Aggression
■ Verbal Aggression
■ Relational Aggression
● Introducing the Bystander
○ There are several possible solutions for Targets
■ Stand up to the aggressor
■ Laugh it off
■ Ignore them
■ Walk away
■ Tell an adult
○ Possible solutions for targets do not always work. This is where the power of
the bystander comes into play.
○ Introduce vocabulary terms bystander and upstander.
■ Bystander: The person or persons who are not aggressors or targets
but are caught somewhere in between.
■ Upstander: A bystander who comes to the aid of a target.
 By: Abbie Stirling

Body Timing: 25 minutes

-List ● Divide students into groups and give each of them a Bullying Scenario Worksheet to
connections complete as a group.
to culture, ● Students present their scenario and solutions to the class. Class has opportunity to
value, beliefs
respond to each group’s scenario.

Bullying Scenario #1
Bianca’s mother packs a lunch for her every day. She always writes a note on her napkin to
brighten her day. Priscilla finds the napkin and reads it allowed to the entire table, “You are a
valuable person to me. I am glad you are in my life. Mom” Priscilla then tells Bianca mockingly,
“I’m glad you’re in my life too Bianca. You’re so valuable. How much are you worth?” Priscilla
pulls out her wallet and pretends to count some money. She encourages Lilah and Chelsea to
mock Bianca as well and eventually the whole table is making fun of her.

Bullying Scenario #2
Kenny often brings his lunch from home and eats with Chopsticks. Jacob steals Kenny’s
chopsticks and starts stabbing at his own sandwich with them. He remarks, “These are so
stupid. Haven’t you ever heard of a fork, Kenny?” He then makes some racial slurs about
Kenny’s Chinese culture. Han, another Chinese student, hears the racial slurs and feels hurt by
Jacob’s words too.

Bullying Scenario #3
Connor is walking to the table with his lunch tray when Jackson sticks out his foot and trips
Connor. Connor’s lunch goes everywhere as he falls to the ground. Jackson kicks Connor
again while he is down, knocking Connor’s face into a pile of mashed potatoes. Connor is
covered in food. Mariela has seen everything that has happened and finds a cafeteria worker
to tell about the mess on the floor.

We do it:
-With your group, brainstorm some ways in which the Bystander can become an Upstander
-Justify their answers using sentence frames
-Students share their group ideas
-Teacher provides feedback

Culturally responsive teaching strategies:

Higher-level questions to ask:

How can you publicly support the target at the time of the incident?
How can you privately support the target after the incident?
Who would you tell?

Close Timing: 10 minutes

Analysis and
Reflection Share what they learned
-Share with their partners and the class
Closing Circle Take Away:
 By: Abbie Stirling

-Whip around one word take away from today’s lesson

Exit ticket/You do it by yourself
-Review directions
-Review high priority questions
-Distribute exit ticket