1. Student Page
[Teacher Page]
WebQuest for CyberBulling
Title For Students
Introduction Designed by
Taylin Reynolds, Bethany Mitchell, and Jessalyn Johnston
Task
Process tdr17@zips.uakron.edu, bnm20@zips.uakron.edu, jmj57@zips.uakron.edu
Evaluation
Conclusion
Credits

2. Student Page
[Teacher Page]
Introduction
Title Bullying is unwanted, aggressive behavior among school
Introduction
aged children that involves a real or perceived power
imbalance. The behavior is repeated, or has the potential to be
Task
repeated, over time. Both kids who are bullied and who bully
Process others may have serious, lasting problems.
Evaluation Bullying includes actions such as making threats, spreading
Conclusion
rumors, attacking someone physically or verbally, and
excluding someone from a group on purpose.
What is Cyberbulling?
Cyber bullying is bullying that takes place using electronic
technology. Electronic technology includes devices and
equipment such as cell phones, computers, and tablets as well
as communication tools including social media sites, text
messages, chat, and websites.
Examples of cyber bullying include mean text messages or
emails, rumors sent by email or posted on social networking
sites, and embarrassing pictures, videos, websites, or fake
profiles.
http://www.stopbullying.gov/cyberbullying/what-is-it/index.html
Credits

3. Student Page
[Teacher Page]
Your Task
Title By the end of this WebQuest you will:
Introduction
Task Be able to define cyber bullying;
Process
Give an example of cyber bullying;
Evaluation
Be able to explain how cyber bullying
Conclusion
can occur;
Be able to explain what to do if you or a
friend is being cyber bullied.
You will be using the Internet to complete
your task as well as group discussions.
Credits

4. Student Page
[Teacher Page]
The Process
Title To accomplish your task, you need to:
Introduction 1. Follow the link below and watch the video.
Task http://www.onguardonline.gov/media/video-0005-stand-
cyberbullying (Stop Cyberbullying)
Process
2. After you watch the video, go to the next slide and complete the
Evaluation activity there.
Conclusion 3. When you are done with that activity, follow the link below to
play the game.
http://deal.org/wp-
content/uploads/2009/11/Cyberbullying_Interactive_Game.s
wf (Deal.org)
4. Once you have finished the game, follow the link below and
complete the short quiz to see what you have learned.
http://www.cyberbullying.us/quiz.php?QUIZNUM=2
(Cyberbullying Research Center)
5. After you finish the quiz, you will be getting into groups to make a
brochure about how you as students can help put an end to
cyberbullying in our own school! But before we get into groups,
proceed through the rest of the webquest. (Go to “Evaluation”.)
Credits

5. Forms of Cyber Bullying
Click on the objects or terms that can be a part of cyber bullying.
Go back to
“The Process”

6. CORRECT!!!!
This can definitely be used in cyber bullying.
GO BACK

7. Oops!
TRY AGAIN.
GO BACK

8. Student Page
[Teacher Page]
Cyberbullying Brochure Evaluation
Title CATEGORY 4 3 2 1
Writing - Organization Each section in the brochure Almost all sections of the Most sections of the brochure Less than half of the sections
Introduction has a clear beginning, middle, brochure have a clear have a clear beginning, middle of the brochure have a clear
and end. beginning, middle and end. and end. beginning, middle and end.
Task
Process Content - Accuracy All facts in the brochure are 99-90% of the facts in the 89-80% of the facts in the Fewer than 80% of the facts in
accurate. brochure are accurate. brochure are accurate. the brochure are accurate.
Evaluation
Conclusion
Graphics/Pictures Graphics go well with the text Graphics go well with the text, Graphics go well with the text, Graphics do not go with the
and there is a good mix of text but there are so many that but there are too few and the accompanying text or appear
and graphics. they distract from the text. brochure seems text-heavy. to be randomly chosen.
Knowledge Gained All students in the group can All students in the group can Most students in the group Several students in the group
accurately answer all accurately answer most can accurately answer most appear to have little
questions related to facts in questions related to facts in questions related to facts in knowledge about the facts or
the brochure and to technical the brochure and to technical the brochure and to technical technical processes used in
processes used to create the processes used to create the processes used to create the the brochure.
brochure. brochure. brochure.
Attractiveness & Organization The brochure has The brochure has attractive The brochure has well- The brochure's formatting and
exceptionally attractive formatting and well-organized organized information. organization of material are
formatting and well-organized information. confusing to the reader.
information.
Credits

9. Student Page
[Teacher Page]
Conclusion
Title
Students will be able to gain an awareness of cyberbullying by seeing the effects it can have
Introduction on its victims. Students will be able to know the proper precautions to take if ever put in a
cyberbullying situation by watching awareness videos and a quiz on the information they
Task have learned. At the end students will create a brochure to tell others what cyberbullying is,
what precautions to take, how to protect yourself on the internet, and how they can help.
Process
What would you do if you were being cyberbullied? Would you speak out? How about if
Evaluation someone else you knew was being cyberbullied? Would you speak up for them? Now that
you know what to do, don’t be quiet, spread the word.
Conclusion
For more information visit:
stopcyberbullying.org
To make an anonymous call to the Cyber Tipline call: 1-800-THE-LOST
Credits

10. Student Page
[Teacher Page]
Credits & References
"CyberbullyingGame." What's the Deal.org. Royal Canadian Mounted Police, 26 11
Title 2009. Web. 4 Oct 2012. <http://deal.org/wp-content/uploads/2009/11
Introduction
"Dealing with Cyberbullying." Cyberbullying Research Center. Cyberbullying
Task Research Center, 2012. Web. 4 Oct 2012.
<http://www.cyberbullying.us/quiz.php?QUIZNUM=2>.
Process
Stand Up to Cyberbullying. OnGuardOnline.gove, 2011. Web. 1 Oct 2012.
Evaluation <http://www.onguardonline.gov/media/video-0005-stand-cyberbullying>.)
Conclusion
Credits

11. [Student Page]
Teacher Page Cyberbullying
(Teacher) th th
A WebQuest for 5 -12 Grades
Title
Introduction Designed by
Learners Taylin Reynolds, Bethany Mitchell, and Jessalyn Johnston
Standards tdr17@zips.uakron.edu, bnm20@zips.uakron.edu, jmj57@zips.uakron.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

12. [Student Page]
Teacher Page
Curriculum Standards
(Teacher)
Title The purpose of this webquest is:
Standards • To educate students on the dangers and prevalence of cyberbullying by creating
Resources an awareness of the threat.
• To make students aware of the steps to follow if they or someone they know is
Evaluation being cyberbullied.
• Allowing the students to collaborate and come up with a plan to combat
Conclusion cyberbullying based on their new awareness of the issue.
Credits

13. [Student Page]
Teacher Page Resources (Teacher)
For this lesson you will need:
Title
• The webquest on PowerPoint
Introduction
• Materials for brochure
Learners • Microsoft Word (explain to students how to make a brochure using this
resource).
Standards • Have an example prepared.
• Make sure you provide headphones and/or speakers for the students (for the
Process video).
Resources
Evaluation
Teacher Script
Conclusion
Credits

14. [Student Page]
Teacher Page Evaluation for Brochure
Title CATEGORY 4 3 2 1
Writing - Organization Each section in the brochure Almost all sections of the Most sections of the brochure Less than half of the sections
Introduction has a clear beginning, middle, brochure have a clear have a clear beginning, middle of the brochure have a clear
and end. beginning, middle and end. and end. beginning, middle and end.
Learners
Standards Content - Accuracy All facts in the brochure are 99-90% of the facts in the 89-80% of the facts in the Fewer than 80% of the facts in
accurate. brochure are accurate. brochure are accurate. the brochure are accurate.
Process
Resources
Evaluation Graphics/Pictures Graphics go well with the text Graphics go well with the text, Graphics go well with the text, Graphics do not go with the
and there is a good mix of text but there are so many that but there are too few and the accompanying text or appear
and graphics. they distract from the text. brochure seems text-heavy. to be randomly chosen.
Teacher Script
Conclusion
Knowledge Gained All students in the group can All students in the group can Most students in the group Several students in the group
accurately answer all accurately answer most can accurately answer most appear to have little
questions related to facts in questions related to facts in questions related to facts in knowledge about the facts or
the brochure and to technical the brochure and to technical the brochure and to technical technical processes used in
processes used to create the processes used to create the processes used to create the the brochure.
brochure. brochure. brochure.
Attractiveness & Organization The brochure has The brochure has attractive The brochure has well- The brochure's formatting and
exceptionally attractive formatting and well-organized organized information. organization of material are
formatting and well-organized information. confusing to the reader.
information.
Credits

15. [Student Page]
Teacher Page
Credits & References
(Teacher)
Title "CyberbullyingGame." What's the Deal.org. Royal Canadian
Introduction
Mounted Police, 26 11 2009. Web. 4 Oct 2012.
<http://deal.org/wp-content/uploads/2009/11
Learners
Standards "Dealing with Cyberbullying." Cyberbullying Research
Process Center. Cyberbullying Research Center, 2012. Web. 4 Oct
Resources
2012. <http://www.cyberbullying.us/quiz.php?QUIZNUM=2>.
Evaluation
Stand Up to Cyberbullying. OnGuardOnline.gove, 2011. Web.
Teacher Script 1 Oct 2012. <http://www.onguardonline.gov/media/video-
Conclusion 0005-stand-cyberbullying>.)
Credits