The Effects of Bullying on Students
Novelette Thompson
C.S.200M
Grades: K,1,2,3
Introduction:
Bullying has been an ongoing problem in NYC schools. Children who are bullied can experience negative, physical, school and mental health issues. Children are more likely to experience anxiety, emotional disorder, depression and decrease academic achievement. They in turn become adults that are aggressive and demonstrate inappropriate choices.
Task:
You have been asked by your Principal to create a poster on how bullying affects students, emotionally, physically and mentally.You will be working as a group. Each group will research and write a page on ways to prevent bullying. To do this you must use the following six steps public policy approach and refer to the resources.
Process/Resources
Step 1:
As a group identify how bullying affects students.
Step 2:
1. Define the Problem: Worksheet#1
2. Gather the Evidence: Worksheet #2
3. Identify the Causes: Worksheet #3
4. Evaluate an Existing Policy: Worksheet #4
5. Develop Solutions: Worksheet #5
6. Select the Best Solution: Worksheet#6 (Feasibility vs. Effectiveness
Step 3:
Once you have identified how bullying affects students, create a poster to inform your Principal of how bullying affects students. Write a page and include three strategies on how to prevent bullying.
Step 4:
Meet with the Principal to present your poster and your essay and how to prevent bullying.
Resources
¯ Go to http://www.gomasa.org/news/what-effect-does-bullying-have-students-and-schools find information on how bullying affects students
¯ https://www.stopbullying.gov/at-risk/effects/
¯ publicschoolreview.com/blog/how-does-bullying-affect-a-students-academic-performance
¯ http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx
Evaluation:
|
Criteria |
Four |
Three |
Two |
One |
Grade |
|
Research |
*Problem is well identified and thoroughly researched |
*Problem is identified and reasonably well researched |
*Problem isidentified with limited research. |
*Problem identified but research is lacking |
|
|
*All six steps of the PPA are thoroughly addressed |
*All six steps of the PPA are addressed, |
*All steps of the PPA are addressed, |
*Incomplete work |
||
|
*Evidence of notes and action research |
|
|
|
||
|
Essay |
*Well organized, demonstrates logical sequencing and sentence structure |
*Well organized, but demonstrates illogical sequencing or sentence structure. |
*Well organized, but illogical sequencing and sentence structure. |
*Weakly organized. |
|
|
*Thoroughly addresses each of the six different parts (see Task) |
* Addresses each of the six different parts |
* Barely addresses each of the six different parts |
*Does not address each of the six different parts |
||
|
Presentation |
*Social problem introduced with authority based on information |
*Social problem introduced with some authority |
*Students state the social problem |
*Teacher generates discussion |
|
|
*Utilizes clear and helpful visual aids |
*Visual aids used |
*Students require prompts to generate questions |
|
||
|
*Generate and field questions and responses from audience around their topic of discussion. |
*Generate questions and responses. |
*Limited participation within the group |
|
||
|
*Every member in-group participates in presentation. |
*Most members of group participate. |
|
|
||
|
Group cooperation |
*Group establishes and maintains an equal distribution of labor among all participants. |
*Group makes attempts to maintain an equal distribution of labor among all participants. |
*Groups make unsuccessful attempts to maintain an equal distribution of labor among all participants. |
*Group is unable to equally distribute work. |
|
|
*Differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills |
*Almost all differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills |
*Only some differences are dealt with maturely as students attempt to exercise listening skills, leadership skills, and compromise skills |
*Differences are not dealt with maturely |
Conclusion
By completing this web quest, you have acquired the knowledge and research skills, on the issues of bullying aond how it affects students. You have also learned the six steps of being a Public Policy Analyst. In addition, you have written and presented your findings on bullying and have assisted in the development of an anti-bullying policy at our school.The principal thank you for your time and display of professionalism, while working collaboratively as groups to complete this project.
Standards:
Text Types and Purposes (Kindergarten)
¯ CCSS.ELA Ð Literacy.W.K.3 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Production and Distribution of Writing:
¯ CCSS.ELA - Literacy. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Reseach to Build and Present Knowledge:
¯ CCSS.ELA Ð Literacy. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Text Types and Purpose (Second Grade)
¯ CCSS.ELA Ð Literacy. W.1.1Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
¯ CCSS.ELA-Literacy. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Production and Distribution of Writing:
¯ CCSS.ELA-Literacy W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Reasearch to Build and Present Knowledge:
¯ CCSS.ELA- Literacy. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Text Type and Purposes (Third Grade)
¯ CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
¯ CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
¯ CCSS.ELA-Literacy.W.3.1b Provide reasons that support the opinion.
¯ CCSS.ELA-Literacy.W.3.1c Use linking words and phrases (e.g., because, therefore, since, forexample) to connect opinion and reasons.
¯ CCSS.ELA-Literacy.W.3.1d Provide a concluding statement or section.
¯ CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
¯ CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
¯ CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
¯ CCSS.ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
¯ CCSS.ELA-Literacy.W.3.2d Provide a concluding statement or section.
Production and Distribution of Writing
¯ CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1Ð3 above.)
¯ CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
¯ CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge
¯ CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic.
¯ CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
¯ (W.3.9 begins in grade 4)
Range of Writing
¯ CCSS.ELA-Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Social Studies Standard 5 Ð Civics and Government
Students participate as informed citizens in the political justice system and processes of the United States, including votingevaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994)
¯ Take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs
¯ Consider the need to respect the rights of others, to respect othersÕ points of view (Adapted from The National Standards for Civics and Government, 1996)
¯ Participate in school/classroom/ community activities that focus on an issue or problem.
¯ Prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem