Cyberbullying Awareness Lesson Plan

By Yvonne Koulikov


Develop an understanding of the term Cyberbullying and develop understanding of

the effects of Cyberbullying.


Through internet research and collaborating in small groups, students will be able to define the term cyber bullying and list the effects it has on society, as well as be able to list preventative measures.

Students will learn how to communicate and collaborate using a synchronous shared document environment.

Students will be able to use an animated digital slideshow program.

Essential Questions

What is Cyberbullying?

What effect does Cyberbullying have on people’s lives?

What can be done to stop Cyberbullying?

Discipline and Topic

This lesson will be for a class in Technology as an Interactive Tool and will be used

for a unit on Digital Citizenship.

Target Population

This lesson is designed for a class of 9th grade students from an introductory technology class

Curriculum Alignment/Standards

NYS: Health, Physical Education, and Family and Consumer Science.

Standard 2: A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

NYS: Mathematics, Science, and Technology.

Standard 2: Information SystemsStudents will access, generate, process, and transfer information using appropriate technologies

ISTE Standards

For Teachers:

3a) Facilitate technology enhanced experiences that address content standards and student technology standards.

3c) Apply technology to develop student’s higher order thinking skills and creativity

3d) Manage student learning activities in a technology enhanced environment

For Students:

1b) Students create original works as a means of personal or group expression

2d) Students contribute to project teams to produce original works or solve problems

5a) Students advocate and practice safe, legal, and responsible use of information and technology

Underlying Educational Theory

By having students create a digital slide show as a demonstration of knowledge, the Cognitive Theory of Multimedia Learning ( Mayer 1998) is considered, which posits that the various elements of multimedia are selected and organized to produce logical mental constructs. In other words, students will construct meaning by combining existing knowledge with selected pieces of both auditory and visual stimuli while completing the project to construct knowledge and gain understanding.

Materials Description and Timing

The lesson has a time from of one week during which time students will be assigned to

groups of three, will establish a Google docs account, will be introduced to Animoto Software (will use teachers account), will complete research, and construct their digital slideshow.

Students will work in the computer lab and will have own workstation initially.


1. Students will engage in a teacher lead discussion regarding cyber bullying.

2. Students will view a sample digital slide show presentation created by teacher.

3. Students will experiment individually with Animoto, using teacher account and create a sample to become familiar with the software.

4. Students will view a brief tutorial on Google Docs and create an account.

5. Students will be assigned to groups of three by teacher.

6. Students will research statistics, and obtain pictures relating to cyber bullying

7. and share their findings on Google Docs.

8. Once the students have chosen which research material they will use, they will work together.

9. With their group to construct the Animoto video and choose music. Each group of three will use one computer workstation to complete this task.

10. Student will complete a document listing all resources used in MLA format.

11. Students will present their completed movie to the class.

Electronic Resources – to create the slideshow – to facilitate communication and collaboration with group mates and to research statistics on cyber bullying and obtain graphics

Evaluation of Students

Students and the finished project will be evaluated using a Rubric.

Evaluation of the Lesson

Determination of the success of the lesson based on the following:

The amount of collaboration and use of Google Docs (Teacher review of online conversations and contributions)

Student success with using Animoto

Student Success with using Google Docs

Student success progressing from individual work to collaborative work

Students being able to verbalize their thoughts regarding the project topic (cyber bullying)

Rational for using this medium

This project encourages collaboration by integrating synchronous collaboration (Google Docs) as a platform to share research and ideas. Through interaction with technology rather than communicating face to face, it is thought that students will me more open to sharing ideas, and more likely to add to the ideas of their group mates. Additionally communication and collaboration can continue outside of the classroom. The Animoto software was chosen because educators can obtain free use for 180 days for 50 students and the program is relatively easy to use. Additionally Animoto has a library of stock music and animations that can be embedded into the slide show. Students can upload images and short video from their computer files, their phones, YouTube, or a flash drive. This lesson affords the students autonomy to choose and create with structured guidelines.


A Rubric was used for both assessment and to clarify desired outcomes. The drop box link is below: