Ms. Mendes
CS 133
5th grade
Bullies Bullies
in the playground, Bullies in the street. They'll
punch you in the stomach, They'll
stamp on your feet. Don’t
let them feel BIG, They're
not the boss of you. Don’t act like their slave, Cause
they can’t tell you what to do!
by Chloe Winn 
Everyday
children in every country, city, and town get bullied. It has happened to all of us at one time or
another. We have the chance to stop it, at
least inside our school and classroom!!!
In
this Web Quest you will have the opportunity to become a Public Policy
Advocate. Your research, papers, and
presentation will be used in improving our policy on preventing bullying at CS
133.
Good
luck and do your best! This is your chance
for your voice to be heard!
What
is bullying?
Bullying is when someone picks on
you repeatedly and intentionally to intimidate and hurt you.
The
students of class 5-329 will help create a Public Policy Analysis against bullies in our school. Together we will come up with solutions to
bullying in our school and make it a safe, fun place to learn.
1.
You will be put in groups of 6.
2. RESEARCHERS: (2) You will use the 6-Step
Public Policy Analysis questions to gather evidence about bullying. Think about these questions as you fill out
your paper. Who do bullies target? Why
do children get bullied? What are some characteristics of a bully? Come up with
ideas to solve the problem. Use the webpage links on the bottom to guide you. You will turn in a two
page paper when you are finished.
3. ARTISTS: (2) You will make a mural on a large
piece of butcher paper. Use your
creativity and imagination. Remember it
has to be about someone getting bullied and a solution.
4. ACTORS: (2) One will be the bully and one the
victim. You need to portray the
characters in a real way. Be careful to
not actually hurt the victim.
5. Everyone must work together and read every
part of the project before it is turned in!
You
will need to use the 6- Step Public Policy Analysis
for the write up.
1. Define the problem: What is the social problem?
2. Gather the Evidence: Look at the websites to see what kind of
evidence you can find on bullying.
Evidence is information that proves the problem exists.
3. Identify the Causes: What causes bullying? Who gets bullied? What kind of background does a bully
have? What kind of background does the
victim have?
4. Examine the
Existing Policy: What does your school rules say about
bullying? What does your teacher do
about bullies?
5. Develop Solutions: Make a list of solutions that you can use to
help others kids in this situation.
6. Evaluate the Best
Solution: Pick which solution you think is the
best. Explain why. Remember most people
in your group need to agree.
Here is information on getting your information about
bullying
_____________________________________________________________
Case
Study 1 –Case Studies to read and ideas for your skit.
Case
Study 2 – Same as above
KIDSCAPE - Long term effects of bullying
Stop Bullying Now
– Website with solutions to help stop bullying
Wikipedia Site – definition of
bullying
National Youth
Violence Prevention – prevention methods to use
Your group will be graded on the following rubric
|
|
Excellent |
Good |
Fair |
Poor |
Grade |
|
Research |
*Problem well
identified and thoroughly researched *All six steps of
the PPA are thoroughly addressed *Evidence of notes
and action research |
*Problem identified
and reasonably well researched *All six steps of
the PPA are addressed, |
*Problem identified
with limited research. *All steps of the
PPA are addressed, |
*Problem identified
but research is lacking *Incomplete work |
|
|
Write-Up |
*Well organized, with
every question answered. *Thoroughly
addresses each of the six Public Policy Steps. |
*Well organized,
but demonstrates illogical sequencing or sentence structure. * Addresses each of
the six different parts |
*Well organized,
but illogical sequencing and sentence structure. * Barely addresses
each of the six different parts |
*Weakly organized. *Does not address
each of the six different parts |
|
|
Presentation |
*Social problem
introduced with authority based on information. A creative and
imaginatively mural is completed clearly stating and
problem and solutions. Skit clearly
engages everyone in the class with their best solution presented. |
*Social problem
introduced with some authority *Generate questions
and responses. *Most members of
group participate. |
*Students state the
social problem *Students
require prompts to generate questions *Limited
participation within the group |
*Teacher generates
discussion |
|
|
Group
cooperation |
*Group establishes
and maintains an equal distribution of labor among all participants. *Differences are
dealt with maturely and students exercise listening skills, leadership
skills, and compromise skills |
*Group makes
attempts to maintain an equal distribution of labor among all participants. *Almost all
differences are dealt with maturely and students exercise listening skills,
leadership skills, and compromise skills |
*Groups make
unsuccessful attempts to maintain an equal distribution of labor among all
participants. *Only some
differences are dealt with maturely as students attempt to exercise listening
skills, leadership skills, and compromise skills |
*Group is unable to
equally distribute work. *Differences are
not dealt with maturely |
|
Excellent=4, Good = 3, Fair = 2, Poor = 1
Congratulations! You are now contributing to solving a very
important social problem in our school. By
completing this web quest, you have acquired the knowledge and research skills,
on the issues of bullying in
Applied
Learning
|
A1C |
Plan and Organize an Event or an Activity: Take responsibility
for all aspects of planning and organizing an event or an activity from
concept to completion, making good use of the resources of people, time,
money, and materials and facilities. |
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|
Make an oral
presentation of project plans or findings to an appropriate audience. |
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Information Tools and Techniques
|
a
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Tools and Techniques for Working With Others
|
Social
studies
–
Standard Five
Know
the meaning of key terms and concepts related to government, including
democracy, power, citizenship, nation-state, and justice
• explain
the probable consequences of the absence of government and rules
• describe
the basic purposes of government and the importance of civic life
•
understand that social and political systems are based upon people’s beliefs