This outcome chart contains media-related learning outcomes from the Saskatchewan Grade 6 Health Education curriculum, with links to supporting resources on the MediaSmarts site.
Develop the understanding, skills, and confidences necessary to take action to improve health
Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making.
Appraise the importance of establishing/ maintaining healthy relationships with people from diverse backgrounds who may or may not express differing values, beliefs, standards, and/ or perspectives.
Analyze the influences (e.g., cultural, social) on perceptions of and personal standards related to body image, and the resulting impact on the identities and the well-being of self, family.
Assess how health promotions and advertising (related to but not limited to tobacco, alcohol, diabetes, and HIV) influence personal standards and behaviours and determine how and why certain groups of consumers (e.g., youth as ‘replacement’ smokers) are targeted.
Analyze events or factors that cause people to make decisions that reflect or conflict with their personal standards.
Discuss factors that affect the identities.
Identify sources of, and evaluate information about, diversity.
Articulate a comprehensive understanding of prejudice, stereotype, and bias.
Discuss and question stereotypes and biases that exist in the school and community.
Explore stereotypes and beliefs (including but not limited to those related to age, culture, religion, family structures, and sexual orientations), both past and present, that might limit the number and kinds of healthy relationships. f people as a result of colonization.
Identify sources of, and evaluate information about, influences on body image.
Propose reasons (including that the cosmetic and diet product industries are assured of growth and profits) why the mass media might portray an “ideal” look that is difficult to achieve and maintain and the impact this has on health and well-being.
Critique strategies used by advertisers and others within mass media to influence perceptions about appearance and articulate the related impact on the health (i.e., physical, social, emotional, spiritual) of self, family, and community.
Compare the strategies used by the cosmetic and diet industries to those of the tobacco industry.
Identify sources of, and evaluate information related to, the marketing strategies used by a variety of industries and agencies to target youth.
Examine and categorize the advertising and related promotions in the school and community (e.g., target audience, product promotion).
Analyze the marketing and promotional vehicles/strategies used by companies and industries (including the tobacco industry) to encourage young people to use/buy their products and/or to challenge young people’s personal standards.
Compare the strategies used by industries and agencies that encourage health-enhancing behaviours to those that encourage health-compromising behaviour.
- Female Action Heroes
- Freedom to Smoke
- Gender Stereotypes and Body Image
- Image Gap
- Kids, Alcohol and Advertising - Lesson 1: Messages About Drinking
- Kids, Alcohol and Advertising - Lesson 2: Young Drinkers
- Kids, Alcohol and Advertising - Lesson 3: Understanding Brands
- Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages
- Media Kids
- Mirror Image
- Prejudice and Body Image
- Stereotyping and Bias
- The True Story
- Tobacco Labels
- Who’s on First?
- You’ve Gotta Have a Gimmick
- Media Minute Lesson 2: Media are constructions
- Avatars and Body Image
- Understanding the Internet: Communication and Social Media
- Introduction to Cyberbullying: Avatars and Identity
- Pay for Play
Student Tutorials (Licensed Resource)