1. Bullying WebQuest Introduction It is a sad time at our school. Bullying has become a problem and is starting to affect everyone in school. Some students bully others with their words and actions. Naturally, some students are the victims of the bullies. The remaining students witness the bullying, and feel helpless to do anything about it. Nobody feels safe, and no one seems to be able to enjoy school anymore. Finally, you decide, it's time to take matters into your own hands and do something about it. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

2. TASK The Time to Act is Now! You are going to learn more about bullying in hopes of finding a solution to the problem. You will explore different websites to find all the information you can. You'll also think about your own experiences. Once you've gathered your information, the best thing to do with it is share it. You'll be creating your own anti-bullying poster, and you'll be writing and performing a short skit with other members of your class. Through public awareness, you hope to solve the problem. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

3. PROCESS Step 1: Setting up your group Select your role in the group. You will be approaching your research, doing your project, and presenting a skit from the point of view of that role. Choose from one of the three roles in the table below. As a group you will be exploring all perspectives of a bullying situation. You will be creating a project that discusses bully prevention and also be presenting a skit to the class. Step 2: Collecting general information All members of the group will be responsible for finding the answers to the questions below. The Resources page contains links to a variety of informational websites on bullying.Resources All students: 1. What is bullying? 2. Why do some people bully? 3. Why is bullying harmful? 4. What can you do to stop bullying? 5. What are some different types of bullying? PLEASE REVIEW EVALUATION PAGE BEFORE GOING FORWARD. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

4. Step 3: Collecting specific information Once you select your role, search for answers to questions that relate to that role: Bully: 1. What sort of things do you do to the people that you bully? 2. What are the signs that indicate you may be bullying someone? 3. What causes you to bully other people? Victim: 1. What can you do if you are being bullied? 2. What are some things that may make it difficult to stand up for yourself? 3. How do you feel when you are bullied? Witness: 1. What can you do if you see someone else being bullied? 2. How do you feel when you see someone being bullied? 3. How can you help a bully stop bullying ? Step 4: Creating your bully prevention poste r. After you have conducted your research and taken notes on your questions, you’ll be creating a poster that carries a bully prevention message to be posted in the school. Your poster should contain specific information that you picked up in your research. A rubric for the poster can be found on the Evaluation page..Evaluation Step 5: Creating and performing your skit With your group, you will present a brief, three-part skit to the class: Part 1 will portray a bullying situation (physical, verbal, or emotional) Part 2 will feature the person in each role explaining their feelings about the situation Part 3 will demonstrate a solution to the bullying situation. A rubric for the skit can be found on the Evaluation page, as well. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

5. RESOURCES Bullying.orgA Canadian site with info and tips. Bullying OnlineA British site with info and advice. No BullyNew Zealand's official anti-bullying website. Bullying at SchoolInfo from the University of Glasgow in Scotland. What is Bullying?Another British site with many great links Stop Bullying NowA great site with a series of short animated films. Bullying, No Way!Austrailian resources on bullying Dealing With BullyingInformation from KidsHealth.org Young People, Children, and Bullying Tips from Kidscape, another British resource. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

6. EVALUATION CATEGORY 4321 Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. 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. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. 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. 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. SKIT RUBRIC IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

7. POSTER RUBRIC CATEGORY4321 Graphics - Clarity Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. Many graphics are not clear or are too small. Graphics - Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Title Title can be read from 6 ft. away and is quite creative. Title can be read from 6 ft. away and describes content well. Title can be read from 4 ft. away and describes the content well. The title is too small and/or does not describe the content of the poster well. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

8. CONCLUSION By the time you finish this project, you should have a much better idea of what bullying is all about. Have you bullied someone without realizing it. Perhaps you've learned some ways that you can stand up to bullies, or help your friends stand up to them. Your skit or poster may lead someone to look at bullying in a different way. You have the knowledge, now it's time to apply that knowledge and help make your school and community a better place. IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation

9. TEACHER NOTES I found this webquest on google. It is a part of New Zealand’s official website on bullying. I changed it to fit my urban, middle school environment. Since the North Philadelphia middle school I work in has a great deal of issues around bullying, I wanted something that was simple, easily adaptable, and user friendly. I believe I found it with this webquest. This webquest can be used for grades 3 through 8 with little, if any, adaptation. Adapted by Marion McGovern Grover Washington Middle School Philadelphia, Pennsylvania mmcgovern@phila.k12.pa.us IntroductionTaskProcessResourcesConclusionTeacher NotesEvaluation