Outcome Chart - Manitoba - Human Ecology 11

Family Studies

Overall Expectations:

GLO 3.4: Demonstrate understanding of mental health and wellness.

Specific Expectations:

11.3.4.2 Describe mental health challenges affecting children and adolescents

11.3.4.3 Describe factors that have an impact on child and adolescent mental health.

11.3.4.4 Identify strategies that reduce the stigma associated with mental health in society

11.3.4.5 Identify where and how to access mental health services.

Outcome Chart - Manitoba - Human Ecology 10

Family Studies

Overall Expectations:

GLO 3.4: Demonstrate understanding of mental health and wellness.

Specific Expectations:

10.3.4.2 Discuss common mental health challenges that affect adolescents

10.3.4.3 Analyze factors that have an impact on adolescent mental health.

10.3.4.4 Define stigma and identify the stigma associated with mental illness in society.

10.3.4.5 Identify where and how to access mental health services.

Outcome Chart - Manitoba - Human Ecology 9

Family Studies

Overall Expectations:

GLO 3.4: Demonstrate understanding of mental health and wellness.

Specific Expectations:

9.3.4.2 Identify common mental health challenges that affect adolescents

9.3.4.3 Describe factors that have an impact on adolescent mental health.

9.3.4.4 Define stigma and identify the stigma associated with mental illness in society.

9.3.4.5 Identify where and how to access mental health services.

Outcome Chart - Manitoba - Social Studies 10

This outcome chart contains media-related learning outcomes from the Manitoba, Grade 10 Social Studies curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - Ontario - Health and Physical Education Grade 2

This outcome chart contains media-related learning outcomes from the Ontario Grade 2 Health and Physical Education curriculum with links to supporting resources on the MediaSmarts site.

Game Time

In this lesson, students consider the positive aspects of video games as well as the ways in which games may take time away from other activities they enjoy. Students are introduced to the idea of balancing game and screen time with other parts of their lives and learn about the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing. They then keep a diary of their game play (or another screen activity if they do not play video games) that prompts them to reflect on their gaming habits. Partway through that process, they are introduced to techniques that will help them moderate their game play and deal with the difficulties they may feel reducing game time. Finally, students reflect on the experience and develop a plan to make their game play more mindful.

Movies - Special Issues for Tweens and Teens

Though young adolescents may seem "all grown up", there are still many issues that need to be addressed relating to movie content. Many movies aimed at the "tween" age group (11–13) contain material that isn't appropriate for young teens. The rating systems don't necessarily help either: films that were rated Restricted (17 and over) at the cinema may become 14A when released on home video in Canada.

Making Your School a Commercial-free Zone - Tip Sheet

Schools are supposed to be public spaces, but more and more advertisers are using them to target youth. Corporations know just how much time kids spend at school, whether in class, in after-school activities or just hanging out with their friends, and they don’t want to pass up a chance to reach them there. A school setting delivers a captive youth audience and implies the endorsement of teachers and the education system.

Cyberbullying and the Law (Grades 7-8)

In this lesson, students learn about and discuss the legal aspects of cyberbullying. They review a variety of hypothetical scenarios and a case study, and they consider the seriousness of the situations, who is legally responsible, what action (if any) should be taken and by whom.