1. Grade Level 1. Fourth Grade 2. Health Education Content Expectations 1.

Strand: Social and Emotional Health o Standard: Teasing and Bullying Substandard: (4.1) Describe the effect of teasing and bulling on others 3. Social Studies Content Expectation 1. Strand: Public Discourse, Decision Making, and Citizen Involvement o Standard: Citizen Involvement Substandard: (4-P4.2.2) Participate in projects to help or inform others 4. Activity Objectives 1. After this activity, students will be able to be able to understand and explain the negative effects teasing and bullying has on emotional health. They will also be able to demonstrate and explain effective strategies to avoid and prevent teasing and bullying. 5. Materials Required 1. Poster board, markers, tape, glue, colored pencils, pencils, stickers, magazines, scissors, rulers, stencils, glitter/glitter glue, newspaper, paint, paintbrushes, pallets/paper plates, water, cups, sponges, stamps, ink, and construction paper. 6. One 30 minute class (for topics and brainstorming) Two, 60 minute classes (to create posters and present to younger grades) 7. Activity Procedures DAY ONE (30 minutes) 1. Begin by discussing teasing and bullying. Discuss how it can affect your emotional health, for example, how bullying and teasing can cause depression. Ask: How can you stop teasing and bullying? 2. Separate the students into groups of 4-5. Explain to them that they are to make a poster about teasing and bullying. They are to pick a topic about bullying. For example they could choose to do How to Not Be a Bully, How to Prevent Bullying, How to Ignore a Bully, or Signs of Bullying. Once the students have decided on a group topic together they are to tell the teacher to have the topic approved to make sure it is appropriate and that they are the only group that picked that topic. 3. Before creating the actual poster the students must brainstorm ideas on their topic and write them down. For instance, if the topic were, How to Ignore a Bully the children could discuss refusal skills, or how to walk away. 4. The children will then design a layout for the poster. They will need to figure out where the information will go and what materials they will you to create the poster. 5. After the students have completed the design, they will turn it into the teacher to get suggestions and approval.

Day 2 (60 minutes) 1. Begin by handing back the groups design papers. If the paper has a plus sign the students can begin their poster. If the paper has a minus on it, the group will need to have a discussion with the teacher about a more effective presentation. 2. The desks should be pre- set-up by the teacher in order of the groups. The teacher will cover the desks with newspaper beforehand and place the materials, listed in the groups design paper, in the middle of the desks. The students will t begin creating their poster. The teacher should be walking around during this time to make sure that the students stay on task and help problem solve if its needed or asked for. 3. When 60 minutes has ended, the student s will clean up their work space and place their poster, with their names on the back, in a safe place. Day 3 (60 minutes) 1. Have the students get back into their groups. Give them approximately 10-15 minutes to review what they are going to say to the younger students (1st and 2nd graders would be the target audience group). 2. Once every group has gotten approval on the presentation by the teacher, the students will line up by group. They will then walk down to the younger class and give their presentations. Let them answer questions asked by the younger students, if any. If they are asked a question that they do not know the answers, step in and help with the answer by giving hints or clues. 3. After all the groups have presented the students will either go into another classroom (assuming the younger classes teacher allows to do so), or they will go back to their classroom. 4. Have the students fill out an assessment sheet. Have questions such as, What grade would you give your group?, What grade would your give your group?, What was your task in the group?, and What tasks were the other members in your group assigned? This and your own personal observation, is how you will assess the students and grade them. 8. Anticipated Student Questions or Misconceptions Misconception: If I tell a joke and it hurts someones feelings, they will become depressed for the rest of their lives. o Sometimes what you say can really hurt someones feelings, but that doesnt mean that they will be depressed forever. Sometimes people say mean things and that can be a contributor to their depression, so whether or not it will make them depressed, we should be careful of what we say to others, because even if we think its just a joke, the other person may take it seriously.

Misconception: If I someone is depressed, they will eventually have an eating disorder.

This is not always true. Sometimes people get very sad and have low selfesteem which makes them not want to eat, or makes them feel like they should hurt themselves in order to be pretty. This is why we should always be nice to others and support our peers. Question: Who can I talk to if Im sad, but dont want to tattle on anyone? o There are lots of people you can talk to. One would be your parents or guardians. They are the people who will always be there to support you, so you can always go to them. But you can also talk to other trusted relatives or family friends. Or, if youre at school and really need to talk to someone, you can tell the school counselor. They are always there to help, and everything you tell them is confidential, so they can give you good advice.