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  • rainboweurope20

Facts sheet for a learning resource (Students)

Language & Country of the resource

Italian, Italy


Type positive!

Link to the resource and/or reference to the authors / source of origin

Lesson Plan 1 Lesson Plan 2 Lesson Plan 3 Lesson Plan 4 Links and videos suggested are included in the description of the activities + at the end of this document

Type of resource (video, lesson plan, etc.) Lesson plan, videos, questionnaires, games


links and videos used see end of document

Learning objective(s)

  • Knowing the characteristics of the digital environment and adopting a critical attitude to the quality of the information found.

  • Reflecting on how the concepts of empathy, sharing emotions and intimacy online are changing

  • To live positively in the digital environment by knowing the rules and laws to protect oneself and within which to act legally

  • Understanding the importance of language and communication in building relationships


1. The Net is one of the places that children inhabit every day and in which they play out their relationships: what choices are functional to growth, what awareness of the characteristics of the digital environment, what self-image is conveyed online? 2. On the Net, the body is the great absent. This inevitably leads to a reconsideration of the concepts of empathy, sharing of emotions, and intimacy. The phenomenon of sexting and the deep motivations behind sharing one's intimacy. 3. To live positively in the digital environment it is necessary to know the boundaries (rules and laws) within which to act legally, to understand the importance of language and communication in building relationships and to become critical about the quality of the information they receive. Target (type and age of the learners and other meaningful characteristics) students between 14 and 18 years old Tools and materials needed for implementation

slides, printed material, videos, pens, papers and post-it

Key words cyberbullying, knowledge, reflection, critical attitude

Subject & interdisciplinary / cross-curricular links Links to European and digital citizenship. Participation of experts in the field and testimonials

Timing (how much time to do it?) 7 lessons (60 min each)


Reflect with students on the possibility of living the virtual environment up to its full potential, avoiding, as far as possible, making dysfunctional choices and grasping its evolutionary implications on a personal, relational and professional level. In the virtual environment, young people play a large part of their relational and social life and experience parts of the self in the process of their personal growth. Very often, however, the virtual world remains a place apart, experienced as parallel or relegated to the sphere of entertainment and leisure. The methodology used during the meetings is an active one. No ex cathedra meetings, but engaging activities to provide students with firsthand and hands-on experiences. Dynamic activities will allow attendees to experience the content in a new, different and involving way. Lessons based on sharing personal experiences, emotions, and sensations allow students to understand deeper and focus on concepts and topics covered. The students will be stimulated to produce contents and tools to be used also in a perspective of post-intervention continuitỳ. Each class group will be divided into subgroups and will produce a slogan and a symbolic image. The most functional to the educational experience and original outcome will win the creation of a personalised mobile phone cover. The idea of creating a symbol and a slogan for a mobile phone cover came out because children handle mobile phones for a large part of their day and this means that the topic is always present and can stimulate the sharing with peers and others.

Some links and videos used

Litwiller, B. J., & Brausch, A. M. (2013). Cyber bullying and physical bullying in adolescent suicide: The role of violent behavior and substance use. Journal of Youth and Adolescence, 42(5), 675-684.

Grade School Students Who Own Cell Phones are More Likely to be Cyberbullied, retrieved from

Radliff, K. M., Wheaton, J. E., Robinson, K., & Morris, J. (2012). Illuminating the relationship between bullying and substance use among middle and high school youth. Addictive Behaviors, 37(4), 569-572.

Hinduja, S., PhD, and Patchin, J.W., PhD. (2018). Responding to Cyberbullying: Top Ten Tips for Teens.

Beran, T. and Li, Q. (2007).The Relationship between Cyberbullying and School Bullying.


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