Bullying in PS 28M
Rosa M. Luis
Ps.28M
11/03/2014
Introduction:
Is this happening at your school? : You are ready to go to school, you eat your breakfast, you are excited to meet your friends and you are ready to learn. All of the sudden, you enter to the classroom and a group of students that you considered your friends stop talking to you and started to talk about you in a way that you are able to noticed. They want to make you feel bad and unwelcomed in their group. They are becoming BULLIES! They are different types of bullies. Not only the ones who hit or take the lunch out from another student. Bullies can also be psychological. That means, bullies can play with your brain. It can also be technological. Students can use computer to bully one another. This is called cyber-bullying.
In this web quest students will have a chance to find a solution to this social problem. Students will be able to take a stand in this important topic. And help parents and teachers to find a better solution to this problem that is BULLYING!
A group of students from P.S. 28 M. will be selected to be part of a school committee. The committee will be observing and taking notes of different types of bullying that the school has. The committee will be in charge of researching and organizing an anti-bully prevention presentation. In the presentation, students will be using the information collected along with the research information to give an oral presentation.
The committee will use the PUBLIC POLICY ANALYST (a system that deals with a social problem)
Based on the information that students will research and using the “PPA” process, students will write a 5-page research paper. Then, students will give their oral presentation. The presentation should include the problems with bullying at P.S. 28 M. And some ideas of what the school can do to prevent it.
Process/Resources:
1) Students will complete 6 step processes. Each step will include a worksheet that will need to be complete one by one.
2) Students will be divided in groups of 5 students. Members will have different roles in the research part. Then, students will put all the research together as a group. .
3) Each group will use the 6-step Public Policy format which you have already learned.
4) Complete the handouts given to complete the information. Read each steps so you can get familiar with each requirement.
5) Read each step requirement liked below and access the worksheet.
#1: Define a social problem:
https://flippedtips.com/plegal/tips/select.html
#2: Gather the evidence for the social problem:
https://flippedtips.com/plegal/tips/gather.html
#3: Determine the causes:
https://flippedtips.com/plegal/tips/identify.html
#4: Evaluating Existing policies:
https://flippedtips.com/plegal/tips/existing.html
#5: Creating Solution:
https://flippedtips.com/plegal/tips/solutions.html
#6: Select the best solution:
https://flippedtips.com/plegal/tips/bestsol.html
Group roles:
Each student will have a role within their groups.
Coordinators: These students will keep the group on task, construct and maintain schedules and help out when asked by the other three roles.
Researchers: These students will access the websites and other materials and complete the worksheets.
Writers: These students will gather the information from the research and write the two page papers.
Presenters: These students will coordinate with the researcher and writer and present to the Harlem committee.
Resources:
Do Something: https://www.dosomething.org/facts/11-facts-about-bullying.
Bully Free: http://bullyfree.com/access-resources?redirect=/free-resources/facts-about-bullying
Stop and Prevent: http://www.stopbullying.gov/prevention/
Google: https://www.google.com/
Evaluation Rubric:
Teacher Name: Ms. Luis
Student Name__________________________
|
GRADE: |
1 |
2 |
3 |
4 |
|
Oral Presentation |
No knowledge of the uses of PPA. Presents no data to support the proposed policy. |
Little knowledge of the uses of PPA. Presents several sources of data in a logical format to support the proposed policy. |
Acceptable amount of knowledge Of the uses of PPA. Presents several sources of data in a logical and organized format to support the proposed policy. |
Superior knowledge of the uses of PPA. Presents an exceptional amount of data to support the proposed policy. |
|
Research |
Links are not relevant to support the proposed policy. |
Enough links but few support the proposed policy. |
Many links that support the proposed policy. |
All links support the proposed policy. |
|
Collaboration With Peers |
Always listening to their peers and gives respectful comments or recommendations. |
Usually listen and participate in the group discussions. |
Sometimes participate in the group discussion. Provide some ideas but not too relevant to the topic. |
Hardly participated with other peers. Provide the least amount of ideas related to the topic. |
|
Report & Worksheets
|
Incomplete Does not use the conventions of standard written English. |
Weak usage of the conventions of Standard Written English. |
Acceptable usage of the conventions of Standard Written English |
Superior use of the conventions of Standard Written English |
ELA STANDARDS:
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
SOCIAL STUDIES standards
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation
Conclusion:
Now you can make a Difference!
By completing this PPA web quest you were able to identify bullying behavior and know strategies on how to prevent it. Let’s hope your policies make a difference!
Citation:
Pictures:
http://www.ocls.info/Virtual/PDFs/bullying.asp
PPA Processes:
https://flippedtips.com/plegal/ppa/intro.html