Quebec Competencies Chart - Online Gambling and Youth
Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 11 to 12
Lesson Length: 2 hours
Lesson Link: http://mediasmarts.ca/lessonplan/online-gambling-youth
Description: This lesson looks at the ways in which online gambling draws in youth and increases the risk that they will become problem gamblers. Students learn about behaviour modification theory and apply that knowledge to understanding why gambling, and online gambling in particular, is likely to lead to problem gambling in youth.
Cross-curricular Competencies |
Broad Areas of Learning |
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This lesson satisfies the following Competencies from the Quebec Education Program:
English Language Arts
Uses language/talk to communicate and learn
Establishes a repertoire of resources for communicating and learning in specific contexts
- Investigates the affordances of spoken language as a mode of communication
- Examines some of the aesthetic qualities of spoken language
- Develops rhetorical strategies to achieve specific purposes
- Examines the affordances of genres
- Extends the range of strategies for collecting the data needed for use in specific genres
Participates in the social practices of the classroom and community in specific contexts
- Investigates the uses of spoken language in the school and community
- Plans and carries out independent units of study
- Conducts exploratory ethnographic research
- Organizes and maintains an integrated profile of work over the cycle
- Engages in a process of self-evaluation and reflection
- Confers with the teacher in regular and ongoing evaluation conferences
Interacts with peers and teacher in specific contexts
- Collaborates with peers to construct knowledge about how things are done
- Participates in collaborative action research groups using an inquiry process
- Applies procedural and meaningmaking strategies to achieve a purpose
- Contributes to team efforts as an interactive and critical listener
Reads and listens to written, spoken and media texts
Integrates reading profile, stance and strategies to make sense of a text in a specific context
- Reads for pleasure and to learn
- Draws on prior experience and the features of a genre to make sense of a text
- Adjusts reading strategies and stance to the context
- Develops research and organizational strategies for working with information
Talks about own response to a text within a classroom community
- Deepens own meaning(s) of a text in discussions with other readers
- Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations
- Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text
- Shares Integrated Profile in teacher-student conferences
Interprets the relationship(s) between reader, text and context in light of own response(s)
- Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed
- Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations
- Constructs interpretations that embody both own world and the world of the text
Produces texts for personal and social purposes
Extends repertoire of resources for producing texts
- Immerses self in texts to learn how they are constructed
- Investigates the codes and conventions of various genres
- Creates criteria for what makes text(s) effective
- Examines the affordances of different modes and genres to make production decisions
- Uses models of different texts to apply chosen features in own work
- Applies codes and conventions of written and media language
- Compares own style in relation to other writers/producers
- Develops standards for using language responsibly to represent people, events and ideas
Constructs a relationship between writer/producer, text and context
- Understands that all texts are constructed in specific contexts for specific audiences and purposes
- Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience
- Assumes various roles in own productions
- Analyzes the elements of the context and shapes the text accordingly
- Examines the differences between producing texts for public and private spaces.
Adapts a process to produce texts in specific contexts
- Participates both individually and collaboratively in different recursive phases of the production process
- Confers regularly with peers and teacher throughout the production process
- Uses feedback strategies to improve own productions and support peers
- Reflects on own development as a writer/producer over time
- Monitors own learning
- Cultivates a variety of media and writerly practices
- Explores a variety of avenues for wider publication
Physical Education and Health
Adopts a healthy, active lifestyle
Develops a plan designed to maintain or change some personal lifestyle habits
- Using appropriate tools, prepares a summary of observable facts about own lifestyle habits
- Chooses two lifestyle habits to maintain or change, if appropriate
- Begins a process
- Identifies own tastes and aptitudes
- Plans a strategy with two realistic objectives and anticipates the consequences
- Uses a variety of resources
Evaluates own process and lifestyle habits
- Using appropriate tools, measures whether own fitness level has been maintained or improved
- Judges whether the objective was met, in light of data collected
- Explains the reasons for difficulties and achievements
- Reconsiders choice of strategy and results obtained
- Identifies new learning
Recognizes work accomplished
- Makes a decision based on the evaluation
- Carries out the plan
- Applies own strategy to improve or maintain two lifestyle habits
- Uses the resources required to carry out the plan
- Perseveres in carrying out the plan
- Using appropriate tools, compiles facts about changes to own lifestyle habits