In this lesson, students examine the visual codes used on television and in movies through an exploration of various camera techniques. Students begin with a discussion about camera-subject distance, and review various film techniques that are used to create visual meaning.
In this lesson, students develop their critical thinking skills by learning to recognize various types of bad faith arguments, including those that are used by hate mongers to spread misinformation and fuel hatred and intolerance.
In this lesson, students will produce a 20 minute news broadcast.
This lesson encourages children to explore the differences between their real families and TV families by imagining how their own families might be portrayed on a television show.
In this four-day unit, students will examine the role of popular culture celebrities in creating awareness of world issues.
In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society.
In this five- or six-day unit, students create a video podcast to present balanced, unbiased perspectives on global development issues.
In this lesson, students are introduced to Earth Day and the theme of “Green Cities”. After listening to a short presentation on the concept of a “green city” and elements that constitute a green city (e.g. renewable energy sources such as solar panels, more energy-efficient buildings, recycling programs, cleaner air and water) students participate in an activity where they count the number of parks on a map of their city or neighbourhood. Maps are then analyzed as a medium as students discuss how they are created, things they can and can’t show, and their effectiveness at communicating environmental information.
This lesson develops a beginning awareness by students of how they feel towards, and respond to, different sports, and how the media represents athletics.
In this lesson, students consider the role of technology and media in their lives and then spend a week either tracking or limiting their media use. They then share their experiences and discuss how the ways that digital media tools are made may cause us to use them differently (or simply more often). Finally, students draw on those insights to create a mindful media use plan. In an optional extension activity, they interview other students for a video exploring their experiences and reflections over the course of the project.