Task:
You, as fifth grade "recess buddies", have noticed a lot of bullying behavior on the playground. The group of you gather at your weekly meeting and devise a plan to help educate the first graders on the dangers and implications of bullying behaviors. You decide to create and deliver a lesson for the first grade classrooms.
In your group of 4 or 5, you will design visual props to aid you in your lesson. You will also use your creativity in delivering the message to the first graders. This may look like a skit, role play, debate, thought provoking discussion or question and answer session. You'll use internet resources to compile information about bullying and prevention ideas for your lesson.
Process:
1. First, get a general background in the topic by looking over the following web sites...
Bully Beware from the CDC
Stop Bullying Now!
"Helping Kids Deal With Bullies" article
"Understanding Bullies" article from the PTA
Reporting vs. Ratting
Advice for students from BullyingUK
"No Bully 4 Kids" website
Anti-Bullying Network
Statistics About Bullying
Bullying, No Way!
Childline: Bullying
No Bully: What's Bullying?
2. Make sure you include answers to these questions when developing your lesson:
•Why do kids bully?
•What are the signs that you may be bullying others?
•What are the effects of bullying?
•Who is likely to bully others?
•What types of kids are likely to be bullied?
•What does it look and sound like? Click here for a T-Chart for note taking
•How do we end bullying behavior?
3. Decide how you will tailor the lesson for these first graders. How will you deal with the limitations of their vocabulary and previous experience? Here are some ideas for you to consider:
•Provide a glossary (explain terms like "bully" and "victim")
•Make a game of learning unfamiliar words.
•Come up with a metaphor that relates the new information to something they might be familiar with.
•Figure out ways to make ideas more concrete by drawing them or illustrating them with models (make a presentation board or poster, use an overhead or PowerPoint presenation).
•Think about ways to make the content more interesting by having students take on roles and acting out something (like a skit or role play).
4. Write out your proposed lesson. Be sure to include a way to introduce it, a part in which new information is provided, a time in which students practice what they've learned and get feedback, and an opportunity to tie it all together. Be sure to include lots of interaction between you and the learners and perhaps between learners. Don't talk at the students for more than 10 minutes in a row, or even less for young learners.
5. Practice your lesson with other members of your class before giving it to your target class (the first graders).
6. While the lesson is going on, one member of your team should be the evaluator: he or she will watch the learners and record where they get confused or bored.
__________________________________________________
______________
Evaluation:
OralPresentation Rubric : "Be Aware of Bullies" Teaching Presentation
Teacher Name: __________________________________________
Student Name: ________________________________________
CATEGORY 4 3 2 1
Preparedness:
4 Student is completely prepared and has obviously rehearsed.
3 Student seems pretty prepared but might have needed a couple more rehearsals.
2 The student is somewhat prepared, but it is clear that rehearsal was lacking.
1 Student does not seem at all prepared to present.
Comprehension:
4 Student is able to accurately answer almost all questions posed by first grade students about the topic.
3 Student is able to accurately answer most questions posed by first grade students about the topic.
2 Student is able to accurately answer a few questions posed by first grade students the topic.
1 Student is unable to accurately answer questions posed by first grade students about the topic.
Collaboration with Peers:
4 Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.
3 Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.
2 Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
1 Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Content:
4 Shows a full understanding of the topic.
3 Shows a good understanding of the topic.
2 Shows a good understanding of parts of the topic.
1 Does not seem to understand the topic very well.
Time-Limit:
4 Presentation is 10-11 minutes long.
3 Presentation is 9 minutes long.
2 Presentation is 8 minutes long.
1 Presentation is less than 7 minutes.
Vocabulary:
4 Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
3 Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
2 Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
1 Uses several (5 or more) words or phrases that are not understood by the audience.
Speaks Clearly:
4 Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
3 Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
2 Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.
1 Often mumbles or can not be understood OR mispronounces more than one word.
Volume:
4 Volume is loud enough to be heard by all audience members throughout the presentation.
3 Volume is loud enough to be heard by all audience members at least 90% of the time.
2 Volume is loud enough to be heard by all audience members at least 80% of the time.
1 Volume often too soft to be heard by all audience members.
Props:
4 Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.
3 Student uses 1 prop that shows considerable work/creativity and which make the presentation better.
2 Student uses 1 prop which makes the presentation better.
1 The student uses no props OR the props chosen detract from the presentation.
Enthusiasm:
4 Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
3 Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
2 Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
1 Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
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Conclusion:
Wow! Look at all you've learned and taught others! I'd like you to reflect upon what you've learned and your own process of learning. Why is this topic so important? What did you learn about yourself in the process? Take a few minutes to talk with you group about these things and create a consensus to share with your teacher.
If you would like to learn more about bullying and how to prevent it, or you just want to reward all your good work...sit back and relax while you watch a webisode/video or play a game, here are some links for you!
Team Heroes: http://www.teamheroes.ca/website/play.html
Stop Bullying Now! http://www.stopbullyingnow.hrsa.gov/index.asp?area=main
KidscapeVideo http://www.kidscape.org.uk/video/pog2.html
Congratulations on becoming teachers and mentors, you have made a difference in the life of a child!
THIS IS ALL PART OF A WEBQUEST THAT I DEVELOPED THAT CAN BE SEEN AT THIS WEBSITE ADDRESS:
http://questgarden.com/author/create/preview.php?u=66371&l=66371-080530134955&a=&p=introduction&pt=student
