Class levels 3-4

Course planning

Learning unit 1 (45 min.)

Topic / Learning phase	Time	Objectives	Basic content (What?)	Action/social form	Media / material
Before starting the class		drawing attention	Set footprints as a signpost from the school corridor to the classroom. Don't make any comment about this. Go back to this fact during the 3rd module.		pieces of paper with footprints
Introduction	15 min.	introduction to the topic arousing interest	Represent a typical scene of bullying with small figures Put in the middle of the chair circle around 10 small figures in a pile. Put aside another separate figure (in a sad body posture). Ask the students: what do you see? Collect the students' answers, summarise them and relate them with the topic of bullying. Explain to the students that today, they are going to deal with a special form of bullying they are going to discover. The students try to make out the word cyberbullying from the letters that are put in disorder. If it is too difficult for the class, the game Hangman is an alternative. In any case, the word cyberbullying should stay on the blackboard.	training conversation/class discussion	10-12 small figures (for example Playmobil, Lego) Separate post-its, each of them with a letter from the word cyberbullying, magnets
Cyberbullying - a puppet theater play, presented by the students (part 1)	30 min.	Have an idea about cyberbullying Contact with different roles (victim, perpetrator, bystander...) Presentation of the theater play in small groups Developing concrete ways to solve problems	The students make their own puppet theater play Divide the class into 5 groups Gr. 1: about 10 students Gr. 2: 3-4 students Gr. 3: 3-4 students Gr. 4: 3 students Gr. 5: 3 students The students receive a piece of paper with the separate scenes they have to rehearse. Rehearsal time: about 15-20 min. Alternative to the play: Video “revenge” (www.sheeplive.eu)	work in small groups/class discussion	Puppets/marionettes and accessories (see the detailed description)

Learning unit 2 (45 min.)

Topic / Learning phase	Time	Objectives	Basic content (What?)	Action/social form	Media / material
Before starting the class		drawing attention	Set footprints as a signpost from the school corridor to the classroom. Don't make any comment about this. Go back to this fact during the 3rd module.		pieces of paper with footprints
Cyberbullying - a puppet theater play, presented by the students (part 2)	30 min.	Have an idea about cyberbullying Contact with different roles (victim, perpetrator, bystander...) Presentation of the theater play in small groups Developing concrete ways to solve problems	The students make their own puppet theater play After a short rehearsal each group, one after another, presents its scene. Then the participants discuss how they felt and what they would do differently.	work in small groups/class discussion	Puppets/marionettes and accessories (see the detailed description)
What is cyberbullying?	15 min.	Create a strong awareness of the concept and the topic	Explain the concept with a mind map and coloured post-its The word cyberbullying is already written on the blackboard. In order to receive a more accurate definition, it should be explained to the students that everything they have played or watched means cyberbullying = Internet bullying. Ask them what it can mean precisely and write down sensible terms from the students' answers on the post-its.	Conversation during the lesson/Conversation in a circle Brainstorming in the middle of the circle of chairs	The word cyberbullying is written on the blackboard, post-its, thick markers & magnets

Learning unit 3 (45 min.)

Topic / Learning phase	Time	Objectives	Basic content (What?)	Action/social form	Media / material
Before starting the class		drawing attention	Set footprints as a signpost from the school corridor to the classroom. Don't make any comment about this. Go back to this fact during the 3rd module.		pieces of paper with footprints
Review	5 min.	Absorption of the concepts' content	Review of the most important features of cyberbullying Ask the students about the most important feature from the last lesson, especially in relation to the definition of cyberbullying	Conversation during the lesson
Differences between bullying and cyberbullying	10 min.	Developing awareness of the new kind of bullying and its wide dimensions	What is the difference? Explain to your students by visual methods the differences and the similarities between “simple” bullying and cyberbullying	Teacher's report
Find examples together	10 min.	Create a reference to personal life experience	Ask about examples of bullying and/or cyberbullying: Ask the students if they have already experienced something like this or know somebody to whom such things happened. How did he/she feel?	Conversation during the lesson
Your tracks on the web	20 min.	Create awareness about dealing with your own private data	On the internet I should pay attention to... Speak about the footprints at the beginning of the class. Make a comparison between the footprints in the real and in the virtual life. Discuss the rules of behaviour on the web with the students and write them on the footprints.	Group discussion

Learning unit 4 (45 min.)

Topic / Learning phase	Time	Objectives	Basic content (What?)	Action/social form	Media / material
No chance for cyberbullying	30 min.	Summarize the results and make them available for everybody	Create а code with rules of behavior in the classroom together with the students: Summarise with the students the main results from the lesson and write them on the poster prepared in advance Stick the points that have been discussed onto the poster with the title: Cyberbullying – it can't happen to us! Afterwards the poster should be hung up on a visible place in the classroom	Group discussion / class discussion	Colourful A2 poster sheet, with a distinguishing mark / community profile, thick marker
Feedback	10-15 min.	Reflection of the lesson	Feedback session Ask the students if they liked the lesson. What was particularly good and what less good? Write this in a form prepared in advance.	Group discussion	Copy of the feedback form for the teacher
Extra time (didactic reserve) Direction: This exercise is not suitable for every class. Think about if the situation in your class is suitable for this exercise, or if your students are already mature enough for this exercise!
Tunnel of Insults	10-20 min.	Empathy to the feelings of victims of cyberbullying and to the feelings of the perpetrators Strengthening of the social competence → sense of responsibility for others	The tunnel of insults The students are asked to write on a card a favourite swear word The students build a tunnel and approximately 5 students voluntarily go through it. The students are being overwhelmed with the swearwords. Reflection of the feelings and what has happened	Working in groups	Cards with an attached tape on them & pencils (= number of students)

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