This document provides a 9-step process for students to research cyberbullying and social media safety. The steps include: 1. Forming groups and assigning roles to research assigned questions. 2. Researching what information they post online and how it could affect them. 3. Reading safety tips from various resources on maintaining privacy online. 4. Evaluating their own social media profiles based on the new safety information. 5. Creating a priority plan to update their profiles. 6. Recording spoken updates using Voki to share. 7. Playing an online safety game to test their knowledge. 8. Analyzing a video about cyberbullying risks.

1. Student Page
Top KEEP IT PRIVATE!
A WebQuest for 7th Grade
Social Networking and Cyberbullying
Designed by:
Păgilă Camelia-coordinator (pagila_camelia@yahoo.com)
Valerie Dolan
Roxana-Claudia Cocoş
Laura Roşu
Ilona Scarlat
Nicoleta Niculae

2. This is your first step in a comprehensive research exercise regarding
Intro Cyberbullying.
ducti
“The last couple of years have seen a rapid expansion in the number of
on websites that allow users to publish their own home page or ‘profile’. They
are popular with children and young people both as a means of self-
expression and as a way to forge links with friends– an activity that some call
‘online social networking’.
The growth of these sites has been a phenomenon. For example, since its
launch in 2004, Facebook has accumulated over 130 million worldwide
users,
it is the 4th most trafficked website in the world and is the No1 photo sharing
site.”
*( In 2010 Facebook has reached 500 million users)

3. "Cyberbullying, also known as electronic bullying or online social cruelty, is
defined as bullying through email, instant messaging, in a chat room, on a
website or gaming site, or through digital messages or images sent to a
cellular phone. While sharing certain common features with traditional
bullying, cyberbullying represents a unique phenomenon that has only
recently begun to receive attention in both the popular press and in academic
circles. Cyberbullying not only looks and feels a bit different than traditional
bullying, it also presents some unique challenges in dealing with it."
(Kowalski, Limber and Agatston, 2007)
Most of you have joined Facebook, MySpace, Flickr, Twitter or other social
networking sites. You have online profiles. So does Becky .She had not
thought for a second though that her huge list of online friends would soon
make her feel alone and …in danger.
Task
A real friend is one who walks in when the rest of the world walks out, says a
proverb. You will begin your journey into Becky’s world and eventually, you
will write her a friendly letter trying to comfort and advise her .Your letters
will be displayed for Becky and the world on a WallWisher page on the
Internet.
Proc
ess
Step 1
First, you will be assigned to a team of 4 students.

4. Then, you will choose an acronym as the name of your group (initials or parts
of your first names).
The chosen acronym will be your work’s ID.
Next, you will think about the role that you can take in your group :
- Observer - While your group is working, you are responsible for paying
attention to how your group members interact. It is your job to discuss any
issues and offer suggestions for how you can work more cooperatively.
- Checker- You must ensure through questioning that each member has
sufficiently assimilated the goals of the activity. If you find that one or more
of your group members cannot explain the material, it is your job to ensure
that your group comes together to help them learn.
- Manager- You will make sure that all members of the group keep working
until the task is completed. The task is not done until you say so. You are
responsible for organizing the final product and overseeing that all members
contribute and that the work gets done.
-Relater- You are responsible for getting the whole group to articulate how
the current tasks and topics relate to content previously studied. This is an
ongoing responsibility. Your whole job focuses on how connections can be
made between this assignment and anything else that relates—work in other
classes, work in this class, movies, TV, home life experiences, shopping,
whatever.
Once you have picked a role to play, it means that you are ready for the task.
Step 2
Objective: After receiving the questions below, students will write their
answers in the table.
Most of you have profiles on Facebook, Twitter, My Space or other social
networks. In your group, think about these questions :
1. How do you decide what information and images to post
online?
2. What information and images are OK to post? What is not Ok
to post?
3. Who can see the things you post online?
4. Is there any way to guarantee complete privacy when you post
online?
5. How might things you post online affect your future?
Draw a table like this on a flipchart page and keep it next to you :

5. Student’s Step 1 Step 2 Step 3 Step 4 Step 5
name
Write down your group responses in the second column of the table, near
your name.
Alternative 1 :
Objective:After receiving examples of mind-maps, students will write their
answers in a group mind map
To respond to the question “What information do you post on your social
account?”, you can draw a mind-map as a group.
Examples of how to create a mind-map are available at
http://www.mindmapart.com/
Alternative 2 :
Objective: Students will arrange their group answers in the fishbone diagram
according to four main factors, each being supported by 3 sub-factors..
To answer the question “What information do you post on your social

6. account ?”, you can use http://classtools.net/education-games-php/fishbone/
Step 3
Objective : Students will read /listen about safety tips from at least one of the
following links.
Read/ listen to the safety tips on social networking sites, clicking at least on
one of the links below.
Go to the Federal Trade Commission website at http://www.ftc.gov/bcp/edu/
pubs/consumer/tech/tec14.shtm
Or to OnGuard Online at http://www.onguardonline.gov/topics/safety-tips-
tweens-teens.aspx
Or maybe Microsoft Online Safety at
http://www.microsoft.com/protect/parents/social/socialnet.aspx
Do not forget to rate the article after reading it; and you can also go to the
page on Safer Social Networking at http://go.microsoft.com/?
linkid=9681792
You would maybe like to listen to :
http://www.youtube.com/safetycentervideos#p/u/9/DQ5zJvA0NYY
Or maybe you would like to read page 30 from the guide provided at
http://www1.orange.co.uk/safety/images/guide_for_parents.pdf
Another resourceful link is http://blogs.myspace.com/index.cfm?
fuseaction=blog.view&friendId=285934328&blogId=341542161
Or maybe this one about your reputation online :
http://www.microsoft.com/protect/parents/cyberethics/reputation.aspx
Step 4
Objective: Having read the safety tips, students will transfer the new

7. information to a written recording about what changes should be made to
their profiles.
Think about your own Internet profile(s) and re-read the pieces of advice, if
necessary .You may want to make some changes to your profiles.
Write down in the table from step 1 what you would like to change on your
own profile after reading the articles or listening to the You Tube video.
Discuss these changes with your group and see what the others have written
in the column “Step 2 “.
Step 5
Objective: Having read all the classmates’ notes, students will summarize the
changes needed using the Priority Chart Template.
Plan the changes you have decided to make using
http://classtools.net/education-games-php/priority_chart/. When doing this,
ask yourself the key question:
“What should I change on my profile? “
Step 6
Objective: Once their priority plan is ready, students will record their spoken
plan using Voki and embed the messages in the class blog as well as send it
to their own mail-boxes.
Follow the link to Voki at http://www.voki.com/
Voki is a free service that allows you to create personalized speaking avatars
and use them on your blog, profile, and in email messages. Select a character
from one of the many styles: Classic, Animals, Oddballs and more! Change
the look, clothing and accessories. Add your own voice via phone,
microphone, and text to speech or upload a file. Choose a background from
their library or upload your own.

8. Copy and paste the embedded code into the class / your personal blog and
send the Voki to your e-mail box as a reminder.
Step 7
Objective : After finding out about the “ Friend Finder “ online game ,
students will apply the safety tips from step 2 in order to earn a spot on the
Buddy Builder All-Stars list.
“Friend Finder” online game -compete for a spot on the Friend Finder All-
Star List. Earn your spot by showing you're savvy when it comes to making
friends online.
Here is the game : http://www.onguardonline.gov/games/friend-finder.aspx
After playing it, identify what new information you have learned and write it
down under the “Step 3” column of your table.
Step 8
Objective : On the basis of the video clip, students will assess the situation
answering at least 4 out of 5 questions.
Watch an assembly from CEOP Thinkuknow education programme at http://
www.youtube.com/watch?v=_o8auwnJtqE&feature=related
Together with your group, think about the answers to these questions:
1. What mistake did Becky make?
2. What were the consequences of her mistake?
3. What did she do when she realized the problem?
4. Was she safe eventually?
5. What else would you have done if you had been in her shoes?
Write your answers down under the “Step 4 “column of your table.

9. Step 9
Objective : Students will answer the same questions again writing their
answers in the column under Step 5.
Answer these questions again and write down your answers under the “ Step
5” column :
1. How do you decide what information and images to post
online?
2. What information and images are OK to post? What is not Ok
to post?
3. Who can see the things you post online?
4. Is there any way to guarantee complete privacy when you post
online?
5. How might things you post online affect your future?
Step 10
Objective: On the basis of their answers in step 1 and in step 5, students will
appraise how successful their learning has been through comparing their 2
sets of answers.
Compare your answers given in step 1to those written in step 5.
Are they the same?
How are they different?
Why are they different?
Discuss with your partners.

10. Step 11
Objective: Students will transfer their newly-acquired knowledge to a
friendly letter to Becky, taking into account the rubrics in the Evaluation
section.
Now it is the right time to write to Becky. Keep the summary table at hand
because it contains the information that you have to use in this informal
letter.
Click on this link to guide you in writing the letter:
http://englishplus.com/grammar/00000143.htm
See also the layout of a friendly letter at the bottom of the page.
IMPORTANT ! “The return address” will be the address of our school, not
your personal address!
Make sure you refer to the rubric posted on the “Evaluation “page.
Step 12
Objective 1: Students will post their friendly letter to Becky by double-
clicking on the Wall Wisher page.
Post your friendly letter by double–clicking on the WallWisher at
http://www.wallwisher.com/wall/fwXx8de5xB
Alternative 1:
You can write the letter on the class blog.
Alternative 2 :
You can hand-write your letter, scan it and upload it on the class blog.
Guide for Parents :
Reso http://www1.orange.co.uk/safety/images/guide_for_parents.pdf
urces
Article “ Cooperative Working “:

11. http://www.mspinnyc.org/archive/clgrouproles07.pdf
Mind Map Art : http://www.mindmapart.com/
Class Tools at http://classtools.net/
Federal Trade Commission website at
http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec14.shtm
OnGuard Online : http://www.onguardonline.gov/topics/safety-tips-tweens-
teens.aspx
Microsoft Online Safety at http://www.microsoft.com/protect/parents/social/
socialnet.aspx
Safer Social Networking at http://go.microsoft.com/?linkid=9681792
Playing and Staying Safe online :
http://www.youtube.com/safetycentervideos#p/u/9/DQ5zJvA0NYY
Internet Safety Tips for kids, teens & parents at
http://blogs.myspace.com/index.cfm?
fuseaction=blog.view&friendId=285934328&blogId=341542161
Take charge of your online reputation at
http://www.microsoft.com/protect/parents/cyberethics/reputation.aspx
Voki at http://www.voki.com/
OnGuard Online- Games- “ Friend Finder
“ :http://www.onguardonline.gov/games/friend-finder.aspx
CEOP Thinkuknow: http://www.youtube.com/watch?
v=_o8auwnJtqE&feature=related
Letter Writing Contents: http://englishplus.com/grammar/00000143.htm
WallWisher : http://www.wallwisher.com/wall/fwXx8de5xB
Insafe page, E-safety Kit : http://www.esafetykit.net/index2.html
Steering clear of cyber tricks :
http://www.youtube.com/safetycentervideos#p/u/7/MrG061_Rm7E
Controlling your privacy settings on Facebook at
http://www.youtube.com/connectsafely#p/u/0/YxIdtOHs2YE

12. Standards extracted from :
http://cybersmartcurriculum.org/assets/files/NETS_Stud_Corr_13.pdf
Final quotation from : http://clarkduncan.savemoney-
tips.com/2010/08/14/ensure-your-child-obey-the-internet-safety-rules-if-you-
want-to-keep-them-safe-online/
Eval STUDENT NAME……………………………………….
uatio
n

13. Begin Develo Qualifi Exemp Score
ning ping ed lary
1 2 3 4
Self- Peer Tea Av
Eval Eval cher era
uati uati Eval ge
on on uati Sco
on re
COOPERATIVE LEARNING RUBRIC
Contri -works -low -partly -totally
bution toward level of fulfils fulfils
to group involve individ individ
group goals ment ual role ual role
goals only within within within
when the group group
promp group - -high
ted - accepta level of
accepta ble involve
ble level of ment
level of involve within
engage ment the
ment within group
with the - high
task group level of
- engage
accepta ment
ble with
level of task
engage -
ment respons
with ibility
task towards
fulfillin
g the
tasks
Consid -needs -little - -
eration consta evidenc evidenc evidenc
of nt e of e of e of
others remin capacit capacit capacit
ders to y to y to y to
be listen to listen to listen to
sensiti the the the
ve to others’ others’ others’
the opinion opinion opinion
feeling - - -
s of proble positive positive
others matic reaction reaction

14. Conc
lusio
n
. You have just completed your first e research exercise regarding
Cyberbullying. You may want to go a little further and prepare for our next
journey.
Search more about Internet safety at Insafe page, E-safety Kit :
http://www.esafetykit.net/index2.html
Steering clear of cyber tricks :
http://www.youtube.com/safetycentervideos#p/u/7/MrG061_Rm7E
Controlling your privacy settings on Facebook at
http://www.youtube.com/connectsafely#p/u/0/YxIdtOHs2YE
Teacher’s Page
KEEP IT PRIVATE!
Top
A WebQuest for 7th Grade
Social Networking and Cyberbullying
Designed by:
Păgilă Camelia-coordinator (pagila_camelia@yahoo.com)
Valerie Dolan
Roxana-Claudia Cocoş
Laura Roşu
Ilona Scarlat
Nicoleta Niculae
“Most social networking sites include privacy settings which can be used to
Intro control who can view the content that people post on their profile and their
blogs. Teenagers – a large proportion of users of these sites – don’t always

15. grasp that if their settings are public, the content can be seen by anyone in the
ducti world.
on Particular care should be taken when uploading photos as background details
can give away where people live or go to school.
As a magnet for teens, such sites are also popular with all sorts of people that
parents would prefer their children not to encounter. These include:
pedophiles, recruiters for extremist groups and those promoting dysfunctional
conditions like self harm, suicide obsession or eating disorders.”
Within a period of 6 hours, this WebQuest will give students the opportunity
to:
-name what information and images they think can be posted online
-read a set of safety tips on social networking sites
-clarify what information and images that they have posted online is not safe
-consolidate their newly-acquired knowledge by playing a related game
-extract from the game new information about profile safety
-investigate the consequences of not keeping personal data private by
watching a video
-assimilate the new information in answering again the initial questions about
what information and images they think can be posted online
-evaluate their newly-acquired information by comparing their initial answers
with their final ones
-put their conclusions together and incorporate them at the end of the task in
their informal letter to Becky
-post their final piece of writing on a created WallWisher page
This project is anchored in sixth or seventh grade English language class,
Lear Computer Studies and involves Social Studies to a lesser extent.
ners
It can also be used with other graders as well, according to their English level
(at least pre-intermediate).
Students need to have reached an intermediate level of computer literacy.
1.Creativity and Innovation
Stan Students demonstrate creative thinking, construct knowledge, and develop
dards innovative products and processes using technology.
Students:
-apply existing knowledge to generate new ideas, products, or processes
-create original works as a means of personal or group expression.
-use models and simulations to explore issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively to support individual learning and contribute to the learning of
others.

16. Students:
- interact, collaborate, and publish media material together with peers
-communicate information and ideas effectively to multiple audiences using a
variety of media
3. Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practise legal and ethical behaviour.
Students:
-advocate and practise safe, legal, and responsible use of information and
technology.
4.Technology Operations and Concepts
Students demonstrate understanding of technology concepts, systems and
operations.
This project-based learning will be carried out over 6 hours, in periods of 2
Proc hours weekly.
ess
It is an interdisciplinary approach because it combines English language with
Information Technology and Social Studies.
Students will be divided into 4 groups of 4 pupils.
As a warm-up, each group will create an acronym as the name of the team
(initials or parts of their first names).
The chosen acronym will be their work’s ID.
After that, each child from each group will think about the role that they can
take in their group :
- Observer - While your group is working, you are responsible for paying
attention to how your group members interact. It is your job to discuss any
issues and offer suggestions for how you can work more cooperatively.
- Checker- You must ensure through questioning that each member has
sufficiently assimilated the goals of the activity. If you find that one or more
of your group members cannot explain the material, it is your job to ensure
that your group comes together to help them learn.
- Manager- You will make sure that all members of the group keep working
until the task is completed. The task is not done until you say so. You are
responsible for organizing the final product and overseeing that all members
contribute and that the work gets done.
-Relater- You are responsible for getting the whole group to articulate how
the current tasks and topics relate to content previously studied. This is an
ongoing responsibility. Your whole job focuses on how connections can be
made between this assignment and anything else that relates—work in other
classes, work in this class, movies, TV, home life experiences, shopping,
whatever.
Once you have picked a role to play, it means that you are ready for the task.
The setting of this 6-hour project will be any classroom which is equipped

17. with enough Internet-connected computers for all your groups .
Additional Notes :
Step 2 :
Alternative 2 :
The fishbone template is a planning tool. The fishbone approach involves
selecting four main factors, then providing three key sub-factors for each.
Students could be asked to produce and print off a fishbone diagram for the
key question under consideration, which they could then use for reference.
Each student could save their completed template onto the school network so
that they can all be compared and contrasted. Which fishbones are the most
similar? Which one is the most original? Which one appears to have broken
the topic down most appropriately?
Step 5 :
The Priority Chart Template allows students to brainstorm factors which help
to answer the key question, and these can then be dragged and dropped into an
order of priority and colour coded as required. Give them a few minutes to
come up with a list of factors to help answer the question.
These are then added to the diagram (up to 8 factors can be added).
Finally, once a consensus has been reached, each student should write up the
class verdict and explain the choice they made in as much detail as possible.
Timing : 6 hours
Step 1 and 2 – 1 hour
Step 3 and 4 – 1 hour
Step 5 and 6– 1 hour
Step 7 and 8 – 1 hour
Step 9 and 10 – 1 hour
Step 11 and 12 – 1 hour
Eval
uatio The cooperation level within the group and the final informal letter are to be
evaluated according to the criteria in the rubric below.
n
The individual score for cooperative learning will be the average of the
grades given by the teacher, group peers and self-evaluation.
The letter evaluation will be done at the group level: self-evaluation will be
done by each group of 4, peer review will be done by another group and the
teacher will also evaluate the letter.

18. This way, the score will be as objective as possible.

19. Begi Develo Qualifi Exempl Score
nnin ping ed ary
g 2 3 4
1
Self- Peer Teac Av
Eval Eval her era
uati uati Eval ge
on on uati Sco
on re
COOPERATIVE LEARNING RUBRIC
Contri - -low -partly -totally
bution work level of fulfils fulfils
to s involve individ individ
group towar ment ual role ual role
goals d within within within
group the group group
goals group - -high
only - accepta level of
when accepta ble involve
prom ble level of ment
pted level of involve within
engage ment the
ment within group
with the - high
task group level of
- engage
accepta ment
ble with
level of task
engage -
ment respons
with ibility
task towards
fulfillin
g the
tasks
Consid - -little - -
eration needs evidenc evidenc evidenc
of const e of e of e of
others ant capacit capacit capacit
remin y to y to y to
ders listen to listen to listen to
to be the the the
sensit others’ others’ others’
ive to opinion opinion opinion
the - - -

20. “We love our children so much that we would do anything and everything to
Conc ensure their safety and security. When it comes to our kids’ safety on the
lusio internet, we would do exactly the same!
So far, till a short time ago, the risks were limited to the real world but they
n have now expanded to the online world too, with the existence of internet
predators now anytime and anywhere. There have been stories in the news of
kids committing suicide due to cyberbullying.
Children are naturally more inquisitive and they usually do not hesitate
posting personal information online. Although children cannot be denied the
use of computers and of the internet, they can still be made aware of the risks
involved and of the need to follow internet safety rules.
Hence the requirement for setting internet safety rules. We need to work
towards bringing closeness in our relationship with our children so that our
advice and instructions, especially what comes to Internet safety rules, are
taken and followed most seriously.”
Credi Thanks to Google Images at http://www.google.ro/imghp?hl=ro
ts
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