Health Education: Mind, Spirit, Body Health Education: Mind, Spirit, Body Note: For our lesson plans

, we are pretending that our school is having a health education fair. Each teacher will be asked to incorporate different topics dealing with health into their curriculum. The teachers that are asked to incorporate these topics are the P.E Teacher: covering wellness, exercise, and nutrition Art Teacher: covering

self expression Computer Science Teacher: covering cyber bullying and its effects Health Teacher: covering sex education and sexuality English Teacher: bringing together what students learned in these classes by having a health education fair. This will be a senior exit project that students must complete in order to graduate. English teachers will be the

ones to facilitate it. Assessments will be based on an essay and the portfolio that they have created. The portfolio will be presented in the gym to lower grade levels.

Teacher Candidate: Veronica Reyes, Christina Smith, Kerstin Comproski Grade: Twelfth Content Area: Technology Education Fundamental Skills/Important Concept(s)/Essential Question(s): Students will be taught that although social media is a good tool for interacting with others, things that ar e are put out into the web world can have detrimental effects. Students will learn how their behaviors can be perceived by others, and the dangers that come with cyber bulling. Students will also be t aught tips that can ensure their safety while engaging in social networks. Essential questions in wh ich students will be able to answer are: What is cyber bulling and how does it affect our society? How can students discourage and prevent cyber bulling from occurring? The emotional effects cyber bulling can place on an individual? How proper usage of social networks can lead to a positive emotional state of mi nd?

Lesson Title: Put an End to Cyber Bulling

Lesson Focus: The pros/cons of social networks and how it can effect a person's emotional well being

Core Curriculum Standards and/or NYS Standards and Performance Indicators: Reading 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining wher e the text leaves matters uncertain. Reading 7. Integrate and evaluate multiple sources of information presented in d ifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Writing 1. Write arguments to support claims in an analysis of substantive topic s or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into a reas of interest to formulate an argument. Writing 2a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Writing 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Writing 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audi ence; integrate information into the text selectively to maintain the flow of ideas, avoiding pl agiarism and over reliance on any one source and following a standard format for citation. Speaking and Listening 1. Initiate and participate effectively in a range of col laborative discussions (one-on one, in groups, and teacher-led) with diverse partners on gr ades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Speaking and Listening 2. Integrate multiple sources of information presented in diverse formats

and media (e.g., visually, quantitatively, orally) in order to make informed dec isions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Speaking and Listening 5. Make strategic use of digital media (e.g., textual, gr aphical, audio, visual, and interactive elements) in presentations to enhance understanding of f indings, reasoning, and evidence and to add interest.

Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Lesson Objectives (Bloom s Taxonomy includes behavior, conditions, and criteria): The student will/ the learner will: 1. Students will be able to establish a positive social networking environment. Stu dents will also be able to identify when they are in an unsafe cyber environment. (create) 2. Know what constitutes as cyber bulling. Know what a social network is and its ef fect on society and the individual. (knowledge) 3. Understand and use specific tips when engaging in social networks to ensure one' s safety. Students will be able to navigate and respond to negative social interactions in society and online. Students will develop healthy coping mechanisms. (Apply and Understand) 4. Students will be able to gather a better understanding of the material presented by keeping a daily journal where they record their cyber interactions. These journals will pr ovide students with a self discovery/ realization on how much of their lives consist of social media. (Evaluate and Analyze)

Acceptable Evidence (process and/ or product): -Students will be given two surveys. Both surveys will be completed before and a fter the lesson. Survey A: What is considered an appropriate social media profile? Things to consider: -Pictures -Comments -Biography -Groups that you are a part of Survey B: What is considered cyber bulling? Different examples of cyber bulling will be presented and students must determin

e not only if this event constitutes as cyber bullying, but also how sever the bulling is. Examples of these events will be: -Comments on a picture -Name calling like ginger, barbie doll, slut, etc -Nasty comments -Creating a group which targets an individual Once the Cyber Bulling lesson is over, teacher will have students redo their sur veys to determine if students mindsets have changed. Students will also be able to see for themselv es, any changes in the way that they have saw things before, to how they see things now. -Students will keep a daily journal where they record and reflect on any observa tions that they have made in regards to social networking. This will include the students observa tions, opinions, emotions, and attitude. Students will explore the pros and cons of these network s as well as its effects on current day culture. -Students are required to do a paper at the end of the lesson. This paper will r equire the students to find an article relating to cyber bullying and reflect on its impact s. The impacts must

include more than just how the person s environment was affected, but also the emo tional effects it had as well. Students will also have to include the changes they would like t o see in these social network gatherings.

Instructional Procedure: A. Bell Ringer (5 to 10 mins per class) and Prior Knowledge Activation Seating arrangements will be organized before students arrive to class to allow for more time with the lesson. Students will be required to sit in small circles 4-5 students per group. The Bell Ringers are as follows: Monday: Who uses a social networking cite? Which ones? Why? What are the benefits of these networks? Tuesday: How would you define cyber bullying? What have you heard about cyber bullying? Wednesday: Have you ever contributed to cyber bullying? Thursday: How do you think culture contributes to cyber bullying? Friday: What would you do if you came across a bullying situation? B. Teacher input, explanation, and development Overall: Teacher will define cyber bullying. Teacher will talk about the effects that cyber bullying can have on the community, the bullied, and the bully. Teacher will provide basi c information, but facilitate discussion and allow the students to take over. Teacher will provide with some critical thinking questions that ask students to look at their own lives and determine if they have ever witnessed or been a part of cyber bullying. Teacher will encourage students to s hare as well as provide their own personal stories. The teacher will: -Define cyber bullying -Provide a worksheet that talks about tips people can take to ensure their safet y while engaging in cyber networks. -Provide a sample on what is considered an appropriate/ professional social network profile -Assign homework that requires students to create their own appropriate fake

Facebook and share it with the class. -Facilitate group discussions where students talk about the pros and cons of soc ial networks -Facilitate group discussions where students are asked to determine what they would do if they were placed under certain situations

-Provide instruction for voluntary role playing, where students will be asked to act out one of the What would you do scenarios.

Specific Students Actions: The students will: -Participate in discussions -Present their fake Facebook -Speak at least one time during these discussions -Actively engage in the role playing, whether it be the person acting or the audience -Complete the survey (Further detail in assessment section) -Submit essay (Further detail in assessment section) -Complete daily journals (Further detail in assessment section) Assessment: There will be 3 assessment activities which will allow for the teacher to gage t he students progress. These assessments are: Survey: Students will be given two surveys. Both surveys will be completed befor e and after the lesson. Survey A: What is considered an appropriate social media profile? Things to consider: -Pictures -Comments

-Biography -Groups that you are a part of Survey B: What is considered cyber bulling? Different examples of cyber bulling will be presented and students must determin e not only if this event constitutes as cyber bullying, but also how sever the bulling is. Examples of these events will be: -Comments on a picture -Name calling like ginger, barbie doll, slut, etc -Nasty comments

-Creating a group which targets an individual Once the Cyber Bulling lesson is over, teacher will have students redo their sur veys to determine if students mindsets have changed. Students will also be able to see for themselv es, any changes in the way that they have saw things before to how they see things now. Essay: Students are required to do a paper at the end of the lesson. This paper will require the students to find an article relating to cyber bullying and reflect on its impact s. The impacts must include more than just how the person s environment was affected, but also the emo tional effects it had as well. Students will also have to include the changes they would like t o see in these social network gatherings. Journal: Students will keep a daily journal where they record and reflect on any observations that they have made in regards to social networking. This will include the stude nts observations, opinions, emotions, and attitude. Students will explore the pros and cons of the se networks as well as its effects on current day culture. These journals will not be graded ba sed on grammar or spelling, rather effort.

Closure (Approximetly 5 -10 minutes): * This closure will only work if the school offers a computer lab classroom wher e there are as many computers as they are students. We recognize that not every school has a bu dget for something like this, but we are pretending that this school does. Students will be asked to sign onto one of the computers available in the classr oom. They are to write a quick summary on what they learned in class and a short opinion on the t opics disccussed. This will then be posted to their blogs that they have created at the begining o f the semester. They will be asked to respond to another person s blog for homework. Personal Closure (Teacher to Student Goals): Students will think twice about cyber bullying and take into account their actio ns. They will understand that what they write and say may not be precieved in the same light a s the person on the other end of the computer. They will be aware of the fact that social net working can travel great distances and affect other aspects of their life in regards to rela tionships, jobs, etc. Accommodations: Most of this class will be discussion based so not much accommodation can be mad

e besides personal instruction. If need be, I will be able to provide an article (audiotap e article or written article) for the child so that they can still complete the essay. If the child s uffers from bad hearing, I will make sure that everyone is speaking loud enough to be heard.

Materials: Computer lab Projector Smart Board

Duration: The cyber bullying lesson plan will last for a full week, Monday, Tuesday Wednes day, Thursday, and Friday. The classes will be 40min periods, starting with the 5-10 min bell ringer in the beginning of class, then 20-30 minutes for instruction and development, and closure will last for 5-10mins at t he end of the period.

Curricular and/or Unit Connections: When dealing with healthy lifestyles it is important for a teacher to be aware o f the changing society. Keeping in tune with what is popular, can really benefit a teacher in s taying connected with their students. As society becomes more technologically advance, students b egin fulfilling certain emotional satisfactions through means such as social networking. Health doesn t only deal with a person s body state, but their mind set as well. Being able to ensure that students are emotionally stable is an important part of health education and unfortunately a lot of drama in student s lives are promoted through these social medias. By discussing cyber bull ying, the teacher is not only encouraging healthy behaviors over the internet, but also te aching their students ways to manage the stress that comes with social networking. Cyber bull ying has become such a big problem in today s society/ schools and its important for teache rs to bring attention to this topic.

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