Secon d Step Week 6. 6 th Grade Warm-Up LESSON 6.

Second Step

Week 6

6th Grade Warm-UpLESSON 6

TARGETSTARGETS Lesson 6: Recognizing Bullying Students will be able to: • Recognize and define bullying • Understand how bullying can affect them and their peers • Empathize with individuals who are bullied • Understand what they can do if they or someone they know is bullied

Think/Pair/Share

Every day, when you get on the bus, there is a student who shouts out names about your mother. At first you try to just ignore his comments, then it begins to get annoying, and you feel insulted.

You don’t want to get into a fight, but you know that it will only get worse if you continue to ignore it. What is the best way to handle this situation?

Review Review Second StepSecond Step

ReviewWhat have we learned today?

What is at least one thing we will do differently now?

Focus on what’s important to you. Each day, ask yourself, “Am I Focus on what’s important to you. Each day, ask yourself, “Am I reaching my goals?”reaching my goals?”

Relationships: What do I want in my relationships with my…

Parents:_____________________________________________________________________Siblings:______________________________________________________________________Friends:______________________________________________________________________Girlfriend/Boyfriend:____________________________________________________________Teachers:____________________________________________________________________Classmates Who Aren’t Friends:__________________________________________________

School: What are my…

Current middle school goals:____________________________________________________________________

Future school goals (high school and/or college):_____________________________________________________________________

Review Review Second StepSecond Step

7th Grade Second Step: Cyber bullying: Lesson 6.1

Lesson 6.1• What do you know about cyber

bullying?

• Video: Wired Safety

Review

1. How does bullying make people feel?

2. What are three different types of bullying?

3. What are two specific things we would actually do to help someone that is being bullied?

Think Pair ShareWhat does this quote mean to you?

“People lose friends that way…over the computer…when they’re not even talking to each other.”

Write down…Definition of Cyber Bullying:Using technology (computers,

cell phones, etc.) to increase bullying

Discuss and write down…

A. Three ways you use technology for social purposes

B. Two ways people use technology to connect with groups of people

With a partnerMake a list of five pros and cons of

electronics.

ProsCons

Write down…A. One con is the ability to misunderstand

what was said…

B. One thing that was said by you or someone else that could be or was misinterpreted

Role play

Think of and discuss a scene/situation in pairs where someone used to technology to communicate and it was misunderstood.

We’ll choose three pairs to demonstrate/share.

Discuss and write downWhat are two things you can do as a

bystander to be part of the solution to cyber bullying?

Second Step: Part 2Lesson 6.2-Bully Prevention1.What is the difference between

cyber bullying and bullying?2.What are two ways you can help

someone who is a victim of cyber bullying?

Write down:1. Don’t take part in bullying.--2. Offer support.--3. Take action--Brainstorm what each category looks like.

Discuss and Share

1. What are three things you can do to protect yourself against cyber bullying?

Write down…1. Don’t give out personal information.2. Pause and think before you send

messages:

Potential embarrassment? Punishment? Hurtful?What would happen if this got out?

Discuss and Share

1. What are three types of technology netiquette (digital manners)?

Write down…1. Capitalizing2. Technology stalking3. Ask if you’re not sure4. Trustworthiness

Discuss: Situation 1Someone is sending you texts threatening

to beat you up after school?

What should you do?

Discuss: Situation 2You texted your friend something

personal and he/she forwarded it to someone else.

What should you do?

ReviewWhat have we learned today?

What is at least one thing we will do differently now?

LESSON 6

Mr. File is a science teacher who has a monotone voice and a haircut from the 1960’s. Some students say that he is boring and old, and they don’t pay attention in class.

One day, Mr. File had planned a lab experiment where the students use potato launchers to see what effect the mass of the potato has on the projectile range. Many students love the experiment, but a few students have decided not to participate because they have pre-judged Mr. File to be uninteresting.

How did those students miss out in Mr. File’s class?

Review Review Second StepSecond Step

THIS WEEK’S TOPICSTHIS WEEK’S TOPICSSecond StepSecond Step

ANGER MANAGEMENTCONFLICT

RESOLUTIONNEGOTIATIONCOMPROMISE

COMPREHENSION + RETELLING, SUMMARIZING MAIN IDEA+

SUPPORTING DETAILS

Students will take what they learn from reading three articles on Conflict Resolution and Anger Management

(relating to Second Step lessons); and

They will turn that knowledge into a conversation, skit, lecture, or something similar that happens in their comic

strip; and

They will be sure to express the main idea and supporting details from the articles in the strips.

Comic Strip / Storyboard Page

We’ll Read 3 Articles and Make Comics!

Anger Problems Can Affect Your HealthBy Elizabeth Scott, M.S., About.com Guide

About.com Health's Disease and Condition content is reviewed by the Medical Review Board

Like poorly managed stress, anger that isn’t handled in a healthy way can be not only uncomfortable, but even damaging to one’s health and personal life. Consider the following research on anger: One study from the University of Washington School of Nursing studied anger problems in husbands and wives. Researchers cited previous evidence that anger problems and depressive symptoms have been linked to all major causes of death, but found that wives specifically found a greater association between anger and symptoms of depression, while men tended to instead experience an association between anger and health problems.

According to a study from Ohio State University, those who had less control over their anger tended to heal more slowly from wounds. Researchers gave blisters to 98 participants and found that, after 8 days, those who had less control over their anger also tended to be slower healers. In addition, those participants also tended to have more cortisol (a stress hormone) in their system during the blistering procedure, suggesting that they may be more stressed by difficult situations as well.

Another study from Harvard School of Public Health studied hostility in men and found that those with higher rates of hostility not only had more breathing problems, but experienced higher rates of decline as they aged.

Research with children and adolescents shows that anger management is important for the younger set as well. Findings showed that youth who cope inappropriately with their anger are at greater risk for problem-ridden interpersonal relationships. Their health is also at risk; those who cope poorly with anger tend to have more negative outcomes when it comes to both mental and general health. This highlights the fact that anger management is an important skill to learn early.

These are just a few of the many studies linking anger to physical and emotional health problems, from the obvious to the unexpected. Because poorly managed anger presents such a significant problem in so many areas of life, it’s important to take steps toward learning and using healthy anger management techniques in daily life, along with stress management techniques.

Sources:

Carrére S, Mittmann A, Woodin E, Tabares A, Yoshimoto D. Anger dysregulation, depressive symptoms, and health in married women and men. Nursing Research, May-June 2005.

Gouin JP, Kiecolt-Glaser JK, Malarkey WB, Glaser R. The influence of anger expression on wound healing. Brain, Behavior and Immunity December 8, 2007.

Anger expression in children and adolescents: A review of the empirical literature. Kerr MA, Schneider BH. Anger expression in children and adolescents: A review of the empirical literature. . Clinical

Psychology Review, August 9, 2007.

Kubzansky LD, Sparrow D, Jackson B, Cohen S, Weiss ST, Wright RJ. Angry breathing: A prospective study of hostility and lung function in the Normative Aging Study. Thorax, October 2006.

http://stress.about.com/od/stresshealth/a/anger_problems.htm

Hostility hurts - hostility, anger found to negatively affect blood

metabolism, increase risk of heart disease You probably know that hostility and anger, whether expressed or inhibited, are associated with increased risk of death. Those road-raging, fist-pounding, angry individuals among us are hammering away at their future. Recent research revealed at least part of the reason. In a study of healthy, middle-aged men and women, anger and hostility were positively associated with higher blood homocysteine levels. Homocysteine is an amino acid that is linked to your risk of heart disease. While this study does not show that hostility causes high homocysteine levels, it does reveal that for whatever reason, individuals with high degrees of hostility and anger also show high levels of artery-damaging homocysteine.

In another study, proneness to anger was associated with significant risk of death from heart disease regardless of other biological risk factors. And in a third report, anger-prone patients who already had heart disease suffered far more rapid progression of their disease compared to more even-tempered individuals.

You may not have a lot of control over your wiring--some of us are simply wired for intensity. But there is a lot you can do to modify your risk if you are one of those high strung types. First, while evidence does not suggest a correlation between homocysteine and exercise, there is certainly a correlation between exercise and anger and hostility. Running helps smooth out psychological and emotional kinks, taming the angry beast while it tunes your body. And of course, running itself provides protection directly against coronary artery disease.

In addition, diet is extremely important to homocysteine chemistry and heart disease risk in general. Folate, a B-vitamin found in fresh fruits and vegetables reduces the level of homocysteine in the blood and a diet rich in folate and other B-vitamins will lower your risk of coronary artery disease. Given that heart disease claims nearly a million American lives a year (more than cancer, accidents, and AIDS combined), taking the angry bull by the horns makes a lot of sense.

(Circulation, 2000, Vol. 101, No. 17, pp. 2034-2039; Journal of the American College of Cardiology, 2000, Vol. 36, No. 6, pp. 1781-1788; Life Sciences, 2000, Vol. 66, No. 23, pp. 2267-2275; Archives of Internal Medicine, 2000, Vol. 160, No. 21, pp. 3258-3262; Statistics from www.americanheart.org)

COPYRIGHT 2001 American Running & Fitness Association COPYRIGHT 2003 Gale Group

http://findarticles.com/p/articles/mi_m0NHF/is_4_19/ai_86743853/

What you can do?

Learn ways to resolve conflicts peacefully and encourage your friends to do the same. Find out about conflict resolution programs in your school or community.

• Figure out what methods work for you to control your anger (see the Anger Management Fact Sheet for Teens at www.safeyouth.org/scripts/teens/anger.asp).

• Talk to an adult you trust if you feel intensely angry, fearful or anxious.

• Do not carry weapons or associate with people who do. Weapons escalate conflicts and increase the chances of serious harm. It is also illegal for a teen to carry a handgun; you can be arrested and charged with a crime.

• Avoid or be cautious in places or situations where conflicts tend to arise, such as crowded hallways, bathrooms, or unsupervised places in a school.

• Reject taunts for a fight and find a compromise to a dispute rather than resorting to violence.

• Decide on your options for handling a problem when conflict arises, such as talking the problem out calmly, staying away from certain people, or getting others involved to settle a dispute, such as a teacher, peer mediator, or counselor.

• Understand that retaliation (getting back at someone in a violent way) is not an effective way to respond to teasing, insults, rough play, and offensive touching (pushing, grabbing, shoving, slapping, kicking or hitting) (Crawford and Bodine 2001)

Helpful links BAM! Guide to Getting Along www.bam.gov/sub_yourlife/yourlife_conflict.html BAM! Body and Mind is an online destination for kids ages 9-13 that provides information they need for making healthy lifestyle choices. Centers for Disease Control and Prevention Want To Resolve a Dispute? Try Mediation www.ncjrs.org/pdffiles1/ojjdp/178999.pdfThis Youth in Action Bulletin describes how young people can create a mediation program to help prevent violence in their community. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-888-503-3952 FAX: 301-562-1001 Conflict Resolution Fact Sheet for Teens Page 3 National Youth Violence Prevention Resource Center www.safeyouth.org

Conflict Resolution Fact Sheet for Teens

What is conflict resolution? Conflict resolution is about teaching people new ways to work through and resolve

disputes that don’t involve violence. Many schools and community groups offer conflict resolution programs for teens.

Second StepSecond Step

ReviewWhat have we learned today?

What is at least one thing we will do differently now?