I H8 U!:
Cyber-Bullying at PEARLS
http://www.ua.edu/features/abcsofeducation/images/main_cyberbullying.jpg
By: AM Myers
Introduction:
Ryan Halligan: Died October 2003, age 13
Megan Meier: Died October 2006, age 13
Phoebe Prince: Died January 2010, age 15
What do all of these people have in common? They were all victims of bullying, cyber-bullying included & the all took their own lives because of this.
We don’t realize that as our use of technology has taken away from our own personal time. You can be contacted all day via text, email, IM, etc. While this type of communication is great, it has opened up a whole new world of harassment known as cyber-bullying. Twenty years ago a person could leave the torment of bullies at school, now it follows them home at the end of the day. This constant torture and torment has led some teens to take their own lives.
How can we stop this before it’s too late? You have been selected by the PEARLS Safety Committee to investigate this ongoing problem and create an informative pamphlet, as well as, an oral presentation on the subject of cyber-bullying.
Task:
You will produce two products for this task, an informational pamphlet on cyber-bullying, and an oral presentation for your peers.
Process:
A. Your teacher will break you up into groups of 4 for this webquest. Using the PPA model to investigate cyber-bullying you will create an informational pamphlet on cyber-bullying that must include the following:
· Cyber-bullying facts
· Types of cyber-bullying
· How to prevent cyber-bullying
· Helpful resources for victims
Using the topics above, you will also create an oral presentation for your peers.
B. You will choose which job you would like within your group
· WRITER: This person is the ‘gather’. They find information and write it down for use in the PPA
· RESEARCHER: This person uses the links provided to research cyber-bullying & chooses key information to be used by the group.
· ARTISITIC CREATOR: This person will be responsible for using the information that the writer and researcher have gathered to create a pamphlet
· PRESENTOR: This person will be responsible for creating an oral presentation based upon the research that his/her group has done.
Both products will be graded using the rubrics below. Your pamphlet must include a catchy title, graphics related to the topic, have 10 point font that is easy to read and take up two sides of paper. Your oral presentation should be a maximum of 10 minutes and you should use the PPA model to help you write your presentation. Your work ethic will also be graded during this process, so remember, I’m watching J
Use your OWN words to create your products. To help you through this process you can use the following links:
a. COPYRIGHT:
b. CITATION:
The Public Policy Analyst
Steps:
Format taken from: http://www2.maxwell.syr.edu/plegal/ltgmanhattan1/reidwq1.html
v Step
1: Define the Problem
v Step
2: Gather the Evidence 
http://www.courtenell.com.au/images/YSM%20Pages/Accident%20Investigation.png
b. You can use various ways to gather information, check out this link: http://www2.maxwell.syr.edu/plegal/TIPS/info.html
v Step
3: Identify the
Causes
v Step
4: Evaluate an
Existing Policy
v Step
5: Develop Solutions 
a.
Come
up with THREE
v Step
6: Select the Best
Solution (Feasibility vs. Effectiveness)
Resources: REMEMBER: The most reliable website end in .gov, .org, or .edu.
General Resources:
Specific Resources:
http://www.netbullies.com/pages/2/index.htm
http://www.wiredsafety.org/youth.html
http://www.ncpc.org/cyberbullying
http://www.antibullying.net/cyberbullying1.htm
http://mblog.lib.umich.edu/cyberbulling/archives/2007/03/what_are_the_so.html
http://xblock.isafe.org/411.php
http://www.isafe.org/kewltimez/2008/kewltimez_nov_2008.pdf
http://www.stopcyberbullying.org/index2.html
http://www.cyberbullying.us/
http://www.stopbullyingnow.hrsa.gov/adults/cyber-bullying.aspx
http://www.netsmartz.org/resources/reallife.htm
http://news.suite101.com/article.cfm/cyberbullying-as-a-factor-in-teen-suicide-a231507
Evaluation: 
All rubrics created on: http://rubistar.4teachers.org/index.php
|
|
CATEGORY
|
4 |
3 |
2 |
1 |
|
Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple
more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal
was lacking. |
Student does not seem at all prepared to present. |
|
Content |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and
mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but
mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time.
Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more
than one word. |
|
Posture and Eye Contact |
Stands up straight, looks relaxed and confident. Establishes eye
contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in
the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation.
|
|
Uses Complete Sentences |
Always (99-100% of time) speaks in complete sentences. |
Mostly (80-98%) speaks in complete sentences. |
Sometimes (70-80%) speaks in complete sentences. |
Rarely speaks in complete sentences. |
|
Time-Limit |
Presentation is 8-10 minutes long. |
Presentation is 5-7 minutes long. |
Presentation is 4 minutes long. |
Presentation is less than 3 minutes OR more than 10 minutes. |
|
|
CATEGORY
|
4 |
3 |
2 |
1 |
|
Writing - Organization |
Each section in the brochure has a clear beginning, middle, and
end. |
Almost all sections of the brochure have a clear beginning,
middle and end. |
Most sections of the brochure have a clear beginning, middle and
end. |
Less than half of the sections of the brochure have a clear
beginning, middle and end. |
|
Writing - Grammar |
There are no grammatical mistakes in the brochure. |
There are no grammatical mistakes in the brochure after feedback
from an adult. |
There are 1-2 grammatical mistakes in the brochure even after
feedback from an adult. |
There are several grammatical mistakes in the brochure even
after feedback from an adult. |
|
Spelling & Proofreading |
No spelling errors remain after one person other than the typist
reads and corrects the brochure. |
No more than 1 spelling error remains after one person other
than the typist reads and corrects the brochure. |
No more than 3 spelling errors remain after one person other
than the typist reads and corrects the brochure. |
Several spelling errors in the brochure. |
|
Writing - Vocabulary |
The authors correctly use several new words and define words
unfamiliar to the reader. |
The authors correctly use a few new words and define words
unfamiliar to the reader. |
The authors try to use some new vocabulary, but may use 1-2
words incorrectly. |
The authors do not incorporate new vocabulary. |
|
Writing - Mechanics |
Capitalization and punctuation are correct throughout the
brochure. |
Capitalization and punctuation are correct throughout the
brochure after feedback from an adult. |
There are 1-2 capitalization and/or punctuation errors in the
brochure even after feedback from an adult. |
There are several capitalization or punctuation errors in the
brochure even after feedback from an adult. |
|
Content - Accuracy |
All facts in the brochure are accurate. |
99-90% of the facts in the brochure are accurate. |
89-80% of the facts in the brochure are accurate. |
Fewer than 80% of the facts in the brochure are accurate. |
|
Attractiveness & Organization |
The brochure has exceptionally attractive formatting and
well-organized information. |
The brochure has attractive formatting and well-organized
information. |
The brochure has well-organized information. |
The brochure's formatting and organization of material are
confusing to the reader. |
|
Graphics/Pictures |
Graphics go well with the text and there is a good mix of text
and graphics. |
Graphics go well with the text, but there are so many that they
distract from the text. |
Graphics go well with the text, but there are too few and the
brochure seems "text-heavy". |
Graphics do not go with the accompanying text or appear to be
randomly chosen. |
|
|
CATEGORY
|
4 |
3 |
2 |
1 |
|
Quality of Work |
Provides work of the highest quality. |
Provides high quality work. |
Provides work that occasionally needs to be checked/redone by
other group members to ensure quality. |
Provides work that usually needs to be checked/redone by others
to ensure quality. |
|
Time-management |
Routinely uses time well throughout the project to ensure things
get done on time. Group does not have to adjust deadlines or work
responsibilities because of this person's procrastination. |
Usually uses time well throughout the project, but may have
procrastinated on one thing. Group does not have to adjust deadlines or work
responsibilities because of this person's procrastination. |
Tends to procrastinate, but always gets things done by the
deadlines. Group does not have to adjust deadlines or work responsibilities
because of this person's procrastination. |
Rarely gets things done by the deadlines AND group has to adjust
deadlines or work responsibilities because of this person's inadequate time
management. |
|
Focus on the task |
Consistently stays focused on the task and what needs to be
done. Very self-directed. |
Focuses on the task and what needs to be done most of the time.
Other group members can count on this person. |
Focuses on the task and what needs to be done some of the time.
Other group members must sometimes nag, prod, and remind to keep this person
on-task. |
Rarely focuses on the task and what needs to be done. Lets
others do the work. |
|
Attitude |
Never is publicly critical of the project or the work of others.
Always has a positive attitude about the task(s). |
Rarely is publicly critical of the project or the work of
others. Often has a positive attitude about the task(s). |
Occasionally is publicly critical of the project or the work of
other members of the group. Usually has a positive attitude about the
task(s). |
Often is publicly critical of the project or the work of other
members of the group. Often has a negative attitude about the task(s). |
|
Preparedness |
Brings needed materials to class and is always ready to work. |
Almost always brings needed materials to class and is ready to
work. |
Almost always brings needed materials but sometimes needs to
settle down and get to work |
Often forgets needed materials or is rarely ready to get to
work. |
|
Pride |
Work reflects this student's best efforts. |
Work reflects a strong effort from this student. |
Work reflects some effort from this student. |
Work reflects very little effort on the part of this student. |
|
Working with Others |
Almost always listens to, shares with, and supports the efforts
of others. Tries to keep people working well together. |
Usually listens to, shares, with, and supports the efforts of
others. Does not cause "waves" in the group. |
Often listens to, shares with, and supports the efforts of
others, but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of
others. Often is not a good team player. |
Conclusion:
Now that you have completed the Cyber-Bullying PPA Webquest, hopefully you will have a better understanding of how serious this subject is. You will now be better able to handle cyber-bullying when it comes up and be part of the solution, not the problem.
Standards:
English Language Arts
Standard 1:
Language for Information and Understanding:
Students will listen, speak, read, and write for
information and understanding. As listeners and readers, students will collect
data, facts, and ideas; discover relationships, concepts, and generalizations;
and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to acquire, interpret,
apply, and transmit information.
Technology Education
Standard 2: Information Systems:
Students will access, generate, process, and transfer information using
appropriate technologies.
Health,
Physical Education, and
Family and Consumer Sciences
Standard 2: A Safe
and Healthy Environment
Students will acquire the knowledge and
ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management
Students will understand and be able to
manage their personal and community resources.