Section 6: Grade 6 Teacher’s Guide

Week 1: Awareness Week (Grade 6)10

Day 1 Lifestyle Check and Screen Tracking

.
The model for this program provides
reinforcement through learning and Day 2 The Power of the Screen
practice of how to manage the amount
and quality of recreational screen time.
Day 3 Am I a Target?
The Screen Smart program sets up an
environment that will support change by
Day 4 Ultimate Screen Challenge
encouraging everyone in the school to
be involved. Intermediate grades learn
the basics of screen smart behaviour in Day 5 Challenge Results and Goal Setting
the awareness week, and practice setting
goals to reduce screen time during the
action week.

• Each daily activity takes approximately Week 2: Action Week (Grade 6)

15-20 minutes to complete.
• Additional reference information can be Day 6 TRADE30
found in Appendices D and E.
Day 7 TRADE30

Day 8 TRADE30

Day 9 Goal Reflection

Day 10 Celebration

Recreational Screen Time

Recreational screen time happens in the periods before and
after school, between dinnertime and bedtime on school
nights, and on weekends. Unless otherwise stated in student
materials, screen time is intended to refer to recreational time,
i.e., the time children can be encouraged to make alternate
choices about how they spend their time. Recreational screen
time does not include work on screens in school or homework.

10. L
 earning Outcomes are fully stated for each activity and referenced briefly in this table. A legend for curriculum icons can be
found in Appendix A.
day 1: Lifestyle Check

Prescribed Learning Outcome(s): Overview:

kkMath - represent and describe patterns and kkThe lesson should give you a sense of the level of
relationships using graphs and tables involvement your students have with screens.
kkRecreational screen time should be kept under
2 hours per day. One hour per day is better.

Teaching Steps:
Introduction (5 minutes) Q2. (5 minutes)

• Ask students to brainstorm what ‘screens’ are. Ask Please note that not all students will make active or
them what types of screens they use often, and why inactive screen choices. You can ask them what they
they use them. enjoy doing. Discuss the health benefits of active
• Record answers on the board. Students will likely give choices – screens or not.
examples of specific programs they use or games they
Q3. (5 minutes)
play. You can help group these together by screen type
(see Appendix A). Students will offer some screen choices that they make
• Ask students if they think screens are an issue for some to watch or play while sitting or lying down. A common
people. If so, why? lifestyle behavour is to snack while relaxing in front
of a screen. This activity is designed to have students
become aware of what they are often eating or drinking
Q1. (15 minutes)
in front of screens.
• Before class, review Pie Chart instructions on the
next page.
• Explain that the Lifestyle Pie Chart is a tool to Backgrounder:
help students think about how they spend their time
Some video games require children to be active at
in a day.
different intensities and for different durations. If a
• Show Overhead #1, then Overhead #2 (both in
child is active for at least 20 minutes and the activity
Appendix C), using the explanations provided on
results in increased heart rate (gets the heart
the next page. Compare and contrast the lifestyles
beating fast), then it will likely have a health benefit.
illustrated on the 2 overheads.
Examples of such activities include:
• Explain the Legend, then ask students to estimate the
time for their Pie Charts. kkfollowing an instructional dance video
• Choose a consistent colour for each category in the kkplaying sports games on Nintendo Wii, Wii Fit
legend so it is easy for the class to compare later. kkfollowing an exercise video
Lifestyle Pie Chart
Overhead #1
(Teacher Instructions) Sample Lifestyle Pie Chart for Grade 4 Students
Show Overhead #1 (from Appendix C).

e
This is a sample Lifestyle Pie Chart that

ctiv
als

g
readin
illustrates one student's lifestyle.

me
1/2 our a
3 hours other

ur
Explain that the Lifestyle Pie Chart

o
h
r
h

1 hou
1/2
illustrates how this person spends his or
her time in a 24 hour day.
3 hours screen
Explain the legend categories, which
together describe typical activities in
a person’s day. It works well to colour in
the charts As you will be asking students
to use specific colours for their Lifestyle 8 hours sleep
Pie Charts.

Sleep needed to grow and be healthy 6 hours school

Travel going to/from school

School from arrival at school

to departure 2 hours
travel
Active when engaged in physical
activities, e.g., sports,
walking, dancing, biking

Screen watching, playing, using any type

of screen

Meals breakfast, lunch, dinner, snacks Overhead #2

Sample of a Healthy Lifestyle Pie Chart for Grade 4 Students
Reading/Homework

Other interesting fun activities, crafts,

talking/playing with friends, etc.
2 hours 2 hours
(time to complete remaining other active
24 hours)
1 1/2 hour
Show Overhead #2, the sample Lifestyle travel
Pie chart that illustrates a healthy lifestyle.
1 1/2 hour
Compare and contrast the lifestyles
meals
illustrated on the two overheads.
1 hour screen
Assign and record colours for each
category in the legend, so it is easy for the 10 hours sleep
class to compare pie charts afterwards.

Ask students to complete their own pie

6 hours school
charts. This is an estimate and will involve
some guessing. Encourage the students
to shade half of a section if they need to
represent half an hour. The shading can be
along the “slice”, or across it, and degree of
accuracy will vary by student grade level.
day 2: The Power of the Screen

Prescribed Learning Outcome(s): Overview:

kkHCE - identify personal safety strategies to avoid kkThis activity raises awareness about the number
abusive or exploitative situations on the Internet and variety of screens with which we interact
each day. It leads to discussions about the
purpose of each type of screen, further clarifying
recreational time from purposeful screen time.
kkWhen screens are conveniently located we tend
to use them more frequently than if they were not
as accessible. If someone has too much screen
time, they should perhaps relocate their screens
to a less accessible place.
kkThe take-home activity raises awareness about
the amount of advertising an average person
is exposed to on a daily basis, leading to a
stimulating discussion the next day.

Teaching Steps: BACKGROUNDER:

Q1. (10 minutes) In a 2005 research study published in the American

Journal of Public Health, students observed television
• Students can work in pairs to complete this activity. advertisements.11 Results showed that seven food
type categories were unequally distributed across
Q2. (5 minutes) advertisements:

• Ensure that students understand what is requested Most frequent advertisements:

in each column of the chart. If some students are not • Candy/sweets/soft drinks
allowed screens during the week, reassure them that • Convenience/fast foods
they can work with a friend’s chart the next day. • Breads/cereals (a distant 3rd)

Little representation:
Optional Activity Ideas: • Fruits/vegetables
• Dairy products
Titles of types of screens could be
• Meats/poultry/fish
posted around the room (TV,
portable handheld electronic For children in the study, the dominant category
device, computer, etc.) in a was candy/sweets/soft drinks. Most advertisements
“gallery”, and small groups featured no health-related messages. Of the few
could list all of the purposes healthy-related messages in the sample, most
for which that screen is used. common was the message that advertised foods
Rotate groups once or twice contained some natural ingredients and (for the
to ensure that all options have general-audience advertisements only) that they
been generated. were low in calories. For the entire sample, advertised
foods were eaten mostly as snacks (rather than
breakfast, lunch or dinner).

11. Source: Harrison, K. and Marske, A.L.

Note: N
 ot all foods that are natural contain
healthy ingredients.
day 3: Am I a Target?

Prescribed Learning Outcome(s): Overview:

kkHCE - identify influences on goal setting and kkChildren eat while they watch and eat what they
decision making, including family, peer, and watch.
media influences kkScreen time (TV) exposes children to a lot of
marketing of unhealthy food and drink choices, not
to mention other anti-social activities like violence.
kkThis activity links to Media Awareness outcomes,
helping students to understand that they are
being marketed for a profit motive (an awareness
that starts around age 11).
kkThe activity also requires students to categorize
information according to common elements.
kkMaking a plan for the Ultimate Screen Challenge
gives the students a lot of alternative activities.

Teaching Steps:
Optional Activity Ideas:
Part 1: Activity (20 minutes)
Ask students who watched the same shows to
Q1. (10 minutes) compare their data in small groups to check
accuracy of observations and recording (Science)
• Explain how students are to use yesterday’s homework
to answer question 1. Have students role play the most common
strategies identified in Q2. The audience could be
asked to identify the type of manipulation being
Q2. (5 minutes)
demonstrated (Media Awareness, Performing Arts)
• Remember when forming groups that some students
won't have had screen time eysterday.
• Ask students to share some marketing strategies that
Part 2: Planning for tomorrow's challenge
they might know of and record on the board.
(5-10 minutes)
• Note: A list or an explanation of marketing techniques
should be provided. Kids may not be able to verbalize If time permits,
the strategies that marketers use.
• Let students complete the PLAN for the Ultimate
• Split the class into small groups, and ask them to
Screen Challenge in class on Day 4. If time does not
decide on the 3 most common strategies used in the
permit, then remind students at the end of the day
commercials viewed the previous evening.
that they need to plan at home for the next day.
• Post strategies from report-back sessions.
• Help them to think about specific and practical ideas
for activities during the challenge. You could even
Q3. (5 minutes) brainstorm with the students what they could do, and
have them display their ideas on the wall.
• Finish the session by asking students to reflect on the
impact the commercials had on them. Remind students to answer the second question on the
Day 4 worksheet. Students like to have their families
involved in this activity!
* Reminder for Tomorrow: The challenge starts
from the moment the students wake up. Students who have less than 1 hour of screen time each
day can still participate in the challenge by maintaining
low or no screen time for the day.
day 4: The Ultimate Screen Challenge

Prescribed Learning Outcome(s): Overview:

kkHCE - identify influences on goal setting and kkThe goal is for students to make it through 24
decision making, including family, peer, and hours without ANY recreational screen time.
media influences kkSome students will find this quite easy to
do, while others who rely heavily on screens
throughout their average day will likely find it
very difficult.
kkScreens will remain an integral part of your
students’ lives and can serve a valuable purpose.
The intent of this challenge is for students
to realize that screens are a big part of their
everyday life and that they can end up spending
a lot of recreational time in front of a screen,
being sedentary. Furthermore, if students use
screens a lot, they can learn that they can turn
screens off and find other fun and rewarding
things to do.

Teaching Steps:
• Support your students by asking them to turn
their focus away from screens for the day.
Teachers are also encouraged to take part and
role model such behaviour.
• Ask students to complete the challenge table at
the end of the day today (Day 4), or first thing
tomorrow morning.
day 5: Challenge Results and Goal Setting

Prescribed Learning Outcome(s): Overview:

kkHCE - describe strategies for contributing to
ultimate screen challenge
a healthy, balanced lifestyle, including healthy
kkThe table lets students see where they did or did
eating, integrating regular physical activity, and
not succeed in keeping the screens turned off.
maintaining emotional health
kkScreens will continue to be an important part
of our lives in the future. How we manage and
use our screens each day will impact our health.
Ask students to brainstorm how screens impact
our health. Have a full discussion on what their
knowledge is, and then fill in the gaps.
Teaching Steps: Goal Setting
kkIt is easy to make a difference. Students are asked
Q1. (15 minutes) to TRADE30 minutes of recreational screen time
• Ask students to complete Question 1. for an active and fun physical activity.
• Discuss the students’ experiences, e.g.,
–– The pros and cons of a screen-free day
–– How much they enjoyed doing activities that did not
involve screens Students with Low or No Screen Time
–– Reactions of caregivers, parents, or siblings
–– Benefits of the activities they selected Students with less than 1 hour of screen time can
• Highlight the fun and benefits of physical activity! still do this goal setting activity. It just may be a bit
easier for them than for their classmates.

Q2 (15 minutes) The goal for students with no screen time is to

focus only on physical activity on Days 6, 7, and 8,
• Have students look back to the table on Day 1 to
and they will not complete screen cards.
answer Question 2.
• Ask the students to record their goals for the 3 days. Teachers can modify some expectations of activities
Explain that an adult should initial whether or not they for the few students in this situation. For example,
met their goals. students won’t need to list or draw screen activities
(Steps 1 and 2 of the 6 step instructions).
day 6, day 7, and day 8: Goals - TRADE30

Prescribed Learning Outcome(s): Key Points:

kkPE - set personal goals for attaining and kkStudents are challenged to modify their screen
maintaining a physically active lifestyle or snack behaviours to improve their health and
balance their lifestyle.

Teaching Steps:
• Check in each day with students to see how the
goals are going.
• Some will want to do this activity, but others may
not. You might have some interesting discussions on
these days!
day 9: Goal Reflection

Prescribed Learning Outcome(s): Overview:

kkHCE – Identify influences on goal setting and kkStudents are guided through an activity where
decisions making, including family, peer and there is open discussion about the outcomes of
media influences. their goal setting.

Teaching Steps: (5-10 minutes)

• Ask students to answer the reflection questions.
• Students can pair with a partner to discuss the
outcome of their goals.
• Class discussion about goal setting and
recognition of any class trends with goals could
be recorded on the board or chart paper.
day 10: Celebration

Overview:
kkThe celebration should be fun for everyone in
your class to do themselves, or they could compete
against other classes in the school for an award
presented to the class with the greatest number of
students that successfully complete the challenge.

Teaching Steps:
Screen Smart Tracking Sheet
• Hold an assembly or class celebration recognizing
students who were successful at achieving their goals A Screen Smart Tracking Sheet (Appendix I) can
for 3 days. be used to continue the program right now – or
• Suggestions for awards for classes that had the as a refresher anytime!
most students achieve their goals include: golden
If you have a class set of pedometers, the
running shoe, passes to a recreational centre or
experience can be enhanced by having students
facility (possibly PAC to donate funds), a book or gift
track their activity levels by using pedometers to
certificate, or 30 minutes of fun activity time for the
count steps. An optional column on the tracking
entire class.
sheet can be used to record the number of steps
each day.
Assessment (Grade 6)
Each Screen Smart activity supports a BC-prescribed Learning Outcome for Grade 6. Individual activities can
therefore be used by teachers to assess achievement of outcome(s).

The short self-assessment below probes student perceptions with regard to key messages relevant to their grade
level. See Screen Smart Teacher’s Guide, Section 1 for list of program messages. Students can write in the 3 answers
requested and place a checkmark in the column that applies to them.
COPY and CUT

Screen Smart Student Self-Assessment Name_______________________________

Yes No

I have completed the workbook.

I have less screen time after completing the Screen Smart Program.

I know the maximum daily screen time. It is ________________.

I tried a new activity that does not use a screen. It was_____________________.

I learned that screens play an important part in our lives.

I now know that commercials market unhealthy foods to me.