“Say No To Bullying”
A WebQuest designed by: Ms. King
Introduction
You are playing
sight word bingo with your classmates. One of the students keeps taking one of
your markers off of your game board. You say stop. But he/she continues to
bother you and laughs at you. This happens every time you play Bingo.
OR
You are at recess
playing tag. A classmate that is not playing tag with you keeps on running up
to you and pulling your hair. You say stop, but he/she continues to pull your
hair and runs away laughing. This happens every day.
0R
You fall down in
the cafeteria while walking to your seat with your lunch tray. Your food lands
on your face and clothes. Everyone in your class laughs and teases you. During
lunch time, no one wants to sit next to you anymore. All the students laugh and
tease you daily.
Do any of these scenarios sound familiar? These
are situations in which a student is being bullied. Click on the word “bullying”
below.
Task
When you are finished with this project, you
will have to create a play with your teammates. Additionally, you will have to
create a pamphlet.
Process/Resources
Use handouts to record important information.
At P.S. 194 students are
bullying each other.
Click on the word “Statistics” to see how much
bullying is going on in America.
Click on the word “survey” to complete our
survey.
Why are students bullied?
Click on the words below!
4. Evaluate an Existing Policy
What to do
if you are being bullied
How to create an informational pamphlet
Your pamphlet should include:
Evaluation
Rubric for pamphlet
Research Report : Bulling
Teacher Name: Tiffany King
Student Name:
________________________________________
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Amount of Information |
All topics are
addressed and all questions answered with at least 2 sentences about each. |
All topics are
addressed and most
questions answered with
at least 2 sentences
about each. |
All topics are
addressed, and most
questions answered with 1
sentence about each. |
One or more
topics were not addressed. |
|
Quality of Information |
Information
clearly relates to the main topic. It includes several supporting details and/or
examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or examples. |
Information
clearly relates to the main topic. No details and/or
examples are given. |
Information has
little or nothing to do
with the main topic. |
|
Internet Use |
Successfully
uses suggested internet links to find information and navigates within these sites easily without assistance. |
Usually able to
use suggested internet links to find information and navigates
within these sites easily without assistance. |
Occasionally
able to use suggested
internet links to find information and navigates within these sites easily without
assistance. |
Needs
assistance or supervision to use suggested internet links and/or to
navigate within these sites. |
Rubric for dramatic play
Story Telling : dramatic play
Teacher Name: tiffany king
Student Name:
________________________________________
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Vocabulary |
Uses
a varied vocabulary appropriate for the audience, and also successfully tries
to enlarge the audience\'s vocabulary. |
Uses
a varied vocabulary that is appropriate for the audience. |
Uses
a varied vocabulary that is occasionally a little too simple or a little too
hard for the audience. |
The
vocabulary was not varied OR was routinely inappropriate for the intended
audience. |
|
Characters |
The
main characters are named and clearly described (through words and/or
actions). The audience knows and can describe what the characters look like
and how they typically behave. |
The
main characters are named and described (through words and/or actions). The
audience has a fairly good idea of what the characters look like. |
The
main characters are named. The audience knows very little about the main
characters. |
It
is hard to tell who the main characters are. |
|
Solution
to Problem in Story |
The
solution to the problem is easy-to-understand and is logical. There are no
loose ends. |
The
solution to the problem is easy-to-understand and is somewhat logical. |
The
solution to the problem was a little hard to understand. |
No
solution was attempted or it was impossible to understand. |
Conclusion
Bullying is a serious dangerous
act of violence. After completing this project you should be able to identify
bullying when you see it. You should also know what to do when you are being
bullied. Most importantly you should be able to make the right decision when
bullied.
Standards
Reading
Ccls 1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
Ccls 2 Determine the
main idea of a text; recount the key details and explain how they support the
main idea.
Writing
Ccls 2 Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
Social Studies
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 U.S. and other nations, the U.S. Constitution, the basic civic
values of American constitutional democracy, and
the roles, rights, and responsibilities of citizenship, including
avenues of participation.
Resources