Outcome:
Investigate the importance of personal safety to health and well-being.
Indicators:
(a) Identify potential risks to personal health and security as a result of overreliance on personal devices (e.g., hearing loss due to overuse of audio devices, injury to self and others due to distracted driving).
Do young people care about privacy? Participants in MediaSmarts’ 2012 focus groups told us that they valued their privacy highly, despite being enthusiastic participants in platforms and activities that adults see as being about nothing but sharing and broadcasting. Looking at the findings from our Young Canadians in a Wired World survey of more than five thousand students from every province and territory in Canada, we can begin to understand that contradiction: young people may not care that much about what we think of as privacy, but they care very much about control – control over who can see what they post, over who can track them digitally and, most especially, over how other people see them.
Though we sometimes talk about the online world as being “virtual reality,” the things we do there can have real consequences. When we're using the same screen to talk to our friends that we use to kill aliens or when we can't see the people we're hurting, robbing or copying from, it's easy to forget that what we do online matters. This section looks at some of the reasons why youth might behave differently online than they do offline and strategies for getting them to see the online world through an ethical lens.
Skill Descriptor:
Evaluate the impacts of food, screen time, and substance use/misuse on self and community.
Achievement Indicators:
Describe how food, screen time, and substance use can affect overall health (mental, social, emotional, and physical including brain development, etc.)
Analyze influences that lead youth to decide whether or not to misuse food, screen time, and harmful substances
Though 2SLGBTQ+ characters, situations and themes are becoming increasingly prevalent in the media, it is sometimes difficult to interpret representations.
This outcome chart contains media-related learning outcomes from the Ontario Grade 12 Healthy Active Living curriculum with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the BC Physical and Health Education Grade 2 curriculum, with links to supporting resources on the MediaSmarts site.
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.
Students are expected to be able to do the following:
Explore and create
Reason and reflect