Activity Design

Who are my students?

This lesson plan is aimed toward grade 2 students to instruct them on what to do if someone is mean to them online. These students are young but have access to technology daily at home and in school. It is imperative that they be taught at a young age how to use technology responsibly and how to react if an individual online is not acting responsibly. Digital Citizenship is a critical topic and has to be addressed and taught no matter what the age of the students; however, topics will change depending on the age of the students. Students of this age typically access games and social platforms like YouTube for Kids. Due to the COVID pandemic, they are also familiar with using Google extensions due to online learning that took place previously. 

What content needs to be covered?

There are different people on the internet, and regrettably, some are cruel and engage in bullying. Through this lesson, students can learn why it is easier for someone to be cruel online than in person and what to do if someone is mean to them. Students’ worksheets will be assessed by looking at the rubric, see Appendix B, if there are any significant issues or students are having difficulty, there will be a time set aside to have some one-on-one discussion, hoping for the goals and outcomes of this lesson to be eventually achieved.

What skills are developed?

There are an endless number of skills that are developed through this lesson. These are a few of what I hope students will carry with them once the lesson is completed:

• Engaging in informed conversation 

• Identify ways to respond to mean words online.

• Understand what online meanness can look like and how it can make people feel.

• Evaluating a variety of perspectives during learning activities.

• Using various tools and resources.

Instructional Strategies

The prominent instructional strategy for this lesson/activity will be inquiry-based teaching and learning. I will begin by asking questions, problems, or hypothetical situations involving people being mean to others online. Prompting, positive reinforcement, guided practice, and discussing ideas with a partner are just some strategies that will be used throughout this activity. As their teacher, I will ask them many questions to help motivate them and allow them to work together to solve the issue of online meanness. Critical thinking and problem-solving skills will be developed through this activity using inquiry-based teaching and learning. 

Technologies/Tools Needed

A smartboard is needed to display the lesson slideshow and YouTube video for the class. Students will also use the class Chrome Books to follow along. The slideshow, video, and worksheets will be available in their online Google Classroom to view, and students will do their work and turn in their worksheets to me when finished. Wifi will also need to be accessed for any technology to work.

Principles to Consider During the Development of the Identified Technologies/Tools:

Students have been using Google Suites since the pandemic began while online learning since kindergarten; therefore, they are familiar with using the various extensions of Google, such as Google Classroom and Google Slides. Students struggling with reading and writing have already been taught to use Google Read and Write. Other activities throughout the school year have helped and reminded the students how to access and use these tools appropriately. If, for some reason, technology does not work on the day of the activity, I will have everything copied, and we can do it through paper and pencil method. If there are any issues with students who need extra help, they will be seated next to students who are strong with using technology, and a student assistant will circulate the room as well as myself.

Activity 1: What is Meanness?

1. Begin to display the lesson slides for "Putting a STOP to Online Meanness" for the class (Google slides).

2. Ask students: what does mean behavior look like? (show slide 3).

3. Ask students: how does mean behavior make people feel?

4. Ask students: what should you do if you ever experience someone being mean to you or seeing someone mean to another person?

5. Say: the internet is filled with fun and exciting things, but sometimes people can be mean to each other online (show slide 4, defining what the word online means).

6. Explain to students that some examples of online meanness include: Sending a mean message to someone, posting mean things about someone on a website, making fun of someone online, and doing something mean to someone’s character in an online game.

7. Ask students: Have you ever seen someone do something mean to another person online?

8. Explain that they will be learning more about how online meanness can happen and what to do when it happens to them or someone they know.

Activity 2: Online vs. Face-to-Face

1. Ask students: Why do you think someone would be mean to someone else online? (show slide 5).

2. Say: It can sometimes be more accessible for people to be mean online versus in person because they don’t have to see the person face-to-face or the other person’s emotions.

3.  Show slide 6, have them read the chat conversation.

4. Ask students: What was the difference between writing something mean versus saying it to the person? (Show slide 7, and gather students' responses in the t-chart).

Activity 3: Stop Meanness

1. Have them open the STOP Online Meanness worksheet in their Google Classroom. Have a student read the scenario on Slide 8 aloud. Allow a few minutes to complete the first two questions.

2. Invite students to share their responses with the class.

Say: If you ever experience online meanness, remember to STOP! 

Project Slide 9 and review the four rules for dealing with online meanness. As you check each direction, ask follow-up questions to guide the discussion.

S: Step away

• Why should you stop using your device and step away?

T: Tell a trusted adult

• If someone makes you feel angry, sad, or scared online, which grown-ups can you tell and ask for help? 

O: OK, sites only

• Why is it essential to go online only with an adult, or when an adult says it is OK?

*Stress that certain websites allow children to speak with one another but are not designed for them. Online bullying is becoming more likely as a result.

 P: Pause and think

• Would it be helpful to talk to someone who was being mean?

Ask: Since Legs wants to put a S-T-O-P to online meanness, how do you think Legs will respond to this situation?

 With a partner, have students complete question 3 of the STOP Online Meanness Student Handout and then invite students to share their responses with the class. 

• S: Legs should step away from the computer.

• T: Legs should tell an adult she trusts what happened. 

• O: Legs should not go back online or return to the pony website until an adult says it is OK.

• P: Legs should take a moment to pause and think about the situation. If Legs and Michael are good friends, Legs may want to tell Michael how his actions made her feel after she gets advice from an adult. If Michael continues to be mean to her, she should immediately tell an adult.

4) Ask: Which of the four rules in S-T-O-P are the most important? Why? 

Give students a moment to think and then informally poll the class. Be sure to emphasize that telling a trusted adult (T) is the most important thing they should do if they ever experience online meanness.

 Activity 4: Wrap Up (Pause & Think)

1) Say to students: We go online to watch videos, send messages to people we know, play games, and do homework. Sometimes people say mean or scary things. If you ever experience someone being mean online, remember to S-T-O-P!

2) Direct students to the Pause & Think Moment on page 2 of the STOP Online Meanness worksheet. Read the directions aloud and allow students to complete the reflection independently. (Show slide 10).

3) Invite students to share their reflections with the class. Collect handouts to assess student learning.