The model for this program provides reinforcement through learning and practice of how to manage the amount and quality of recreational screen time

The Screen Smart program sets up an environment that will support change by encouraging everyone in the school to be involved Intermediate grades learn the basics of screen smart behaviour in the awareness week, and practice setting goals to reduce screen time during the action week

• Each daily activity takes approximately 15-20 minutes to complete

• Additional reference information can be found in Appendices D and E

Week 1: Awareness Week (Grade 5)8

Day 1 Lifestyle Check and Screen Tracking

Day 2 The Screen and Me

Day 3 Screen Time and Body Systems

Day 4 Ultimate Screen Challenge

Day 5 Challenge Results and Goal Setting

Week 2: Action Week (Grade 5)

Day 6 TRADE30

Day 7 TRADE30

Day 8 TRADE30

Day 9 Goal Reflection

Day 10 Celebration

Section 5: Grade 5 Teacher’s Guide

8 Learning Outcomes are fully stated for each activity and referenced briefly in this table A legend for curriculum icons can be found in Appendix A

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

Prescribed Learning Outcome(s):

k Math - Stats and Probability - construct and interpret double bar graphs to draw conclusions

Overview:

k This is an introductory lesson about screen time awareness k This lesson elicits students’ involvement with screens and helps students see where they are compared to the recommended maximum daily screen time of less than 2 hours

day 1: Lifestyle check and screen tracking

Teaching Steps:

Introduction (5 minutes) Introduce “screens ” For example, ask students:

• What is the maximum recommended screen time per day? [Answer: 2 hours 1-2 hours is OK; less than 1 is best)

• What is the recommendation for physical activity each day? [Answer: 60 minutes of moderate- to vigorous activity]

• What are their favourites screens and why?• What are their favourite activities, physical and other

non-screen activities and why?

Q1. (15 minutes)

• Before class, review Pie Chart instructions on the next page

• Explain that the Lifestyle Pie Chart is a tool to help students think about how they spend their time in a day

• Show Overhead #1, then Overhead #2 (both in Appendix C), using the explanations provided on the next page Compare and contrast the lifestyles illustrated on the 2 overheads

• Explain the Legend, then ask students to estimate the time for their Pie Charts

• Have students estimate the time for the categories The “other” time will be the number of remaining hours in the day after completing all categories

• Choose a consistent colour for each category in the legend so it is easy for the class to compare later

Q2. (10 minutes) Students create a double bar graph, plotting individual results against class averages for each time category from the pie chart

Q3. Take Home Activity (5 minutes to record)

• Explain to the students how to use the table to track their activities from today

• This activity reminds the students that activities, whether screen time or another activity, can be active or inactive

• The data from this table can also be a good graphing extension for the class

Overhead #1 Sample Lifestyle Pie Chart for Grade 4 Students

Overhead #2 Sample of a Healthy Lifestyle Pie Chart for Grade 4 Students

6 hours school

3 hours screen

1 ho

ur r

ead

ing

3 hours other

1/2

hour

mea

ls

1/2

hour

act

ive

8 hours sleep

2 hours travel

10 hours sleep

6 hours school

1 hour screen

1 1/2 hour meals

1 1/2 hour travel

2 hours other

2 hours active

Lifestyle Pie Chart (Teacher Instructions)

Show Overhead #1 (from Appendix C) This is a sample Lifestyle Pie Chart that illustrates one student's lifestyle

Explain that the Lifestyle Pie Chart illustrates how this person spends his or her time in a 24 hour day

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 Pie Charts

Sleep needed to grow and be healthy

Travel going to/from school

School from arrival at school to departure

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

Reading/Homework

Other interesting fun activities, crafts, talking/playing with friends, etc (time to complete remaining 24 hours)

Show Overhead #2, the sample Lifestyle Pie chart that illustrates a healthy lifestyle

Compare and contrast the lifestyles illustrated on the two overheads

Assign and record colours for each category in the legend, so it is easy for the class to compare pie charts afterwards

Ask students to complete their own pie 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

Prescribed Learning Outcome(s):

k Math - Stats and Probability - construct and interpret double bar graphs to draw conclusions

Overview:

k Our bodies are designed to move Physical activity is especially good for our bodies k Students will complete graphing questions on individual and class results for active and inactive choices they make

day 2: the screen and me

Teaching Steps:

Q1. (10 minutes)

• Review the take home activity from Day 1 Ask students to calculate the number of hours they recorded, by type of activity in the Day 2 table Ask them to total their time in the box at the bottom of the table:

– Total active time (total active screen time plus total physical activity time)

– Total inactive time (total inactive screen time plus total inactive other time)

Q2. (10 minutes)

• Total the following for your class and discuss: – Hours that girls spent on inactive choices – Hours that girls spent on active choices – Hours that boys spent on inactive choices – Hours that boys spent on active choices – Create a class double bar graph plotting these results

• Discuss overall results

BACKGROunDER: Gender Differences In Screen Activities

In the intermediate years, boys and girls differ in their activity behaviours, with girls starting to become less active than boys See the table below for more statistical information on this topic 9

9 Anderson et al (2008)

Prescribed Learning Outcome(s):

k Science - describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems

Overview:

k Students will examine what happens to various body systems when there is too much time spent in front of screens

day 3: screen time and Body systems

Teaching Steps:

PART 1: ACTIvITy (15 minutes)• Arrange the students into groups of 4-5 and ask them

to complete Q1 and Q2 • Ask students to return to their seats and discuss the

answers as a class

BACKGROunDER: SCREEn TIME AnD BODy SySTEMS

Cardiovascular system – When sitting or lying down, our heart beats more slowly and our blood pressure decreases Our body is in a rest phase Our muscles do not need more blood flowing to them because they are not working much

Respiratory system — When sitting or lying down, we breathe less often Our breathing is more relaxed

Muscular system — When sitting or lying down, we are only using a small number or percentage of our muscles When sitting, our postural muscles are being used, but only if we are sitting up straight Our backs can get sore if we sit for too long When lying down, our muscles are not being used and our bones are not getting stronger

Digestive system — We often choose unhealthy snacks (food and drinks) while sitting and watching TV We know that food gives us energy However, the energy from these foods is not being used because we are inactive Snack foods consumed while watching TV are often higher in sugar, fat and/or salt and contain few healthy nutrients for the body to absorb while being digested

Nervous system — The entertainment that we receive from different types of screens have various levels of stimulation on the nervous system Some shows or games we play send excited messages from our brain to our body Other shows or games we play are more relaxing and thought provoking or may cause an emotional response

Optional Activity Ideas:

Have students draw themselves using a screen Ask them to think about and show the impact on one of the body systems of using that screen For example, if hunched over, what is happening to their back? See Appendix E for relevant references

PART 2: PLAnnInG FOR TOMORROW'S ChALLEnGE (5-10 minutes)• Help students to think about specific and practical

ideas for activities to replace screen time during the Ultimate Screen Challenge and record their ideas in the table on Day 4

Ideas could include: – plan a family walk or hike – play a board game – go swimming – kick a soccer ball with a friend or family member – do a craft – make up a dance

• Ask students to answer the second question on the Day 4 worksheet Students might like to have their families or friends involved in this activity

• Students who have less than 1 hour of screen time can still participate in the challenge by maintaining low or no screen time for the day

Q3. Home Activity (30 minutes)

• Show students how to find their pulse and record their heart rate for one minute

* Reminder for Tomorrow: The challenge starts from the moment the students wake up

Prescribed Learning Outcome(s):

k HCE - identify factors that influence attitudes and decisions regarding healthy lifestyles (e g , family, peer, media)

Overview:

k The goal is for students to make it through 24 hours without ANY recreational screen time k Some 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 k Screens 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 do use screens a lot, they can learn that they can turn screens off and find fun and rewarding things to do

day 4: the ultimate screen challenge

Teaching Steps:

Review from Day 2 (5 minutes)

• Have students compare heart rates after doing the Heart Rate Check the previous evening

• What conclusions can they draw about heart rates and intensity of activities?

Ultimate Screen Challenge

• Supportyourstudentsbyaskingthemtoturntheir focus away from screens for the day You are encouraged to take part and role model such behaviour

• Askstudentstocompletethechallengetableat the end of the day today (Day 4), or first thing tomorrow morning

Optional Activity Ideas:

Brainstorm with the students about what they are doing instead of using screens, and have them display their idea as pictures or words that are posted around the class This will remind everyone in the class of all the activity options they may choose (instead of screens)

Prescribed Learning Outcome(s):

k HCE - describe strategies for contributing to a healthy, balanced lifestyle, including healthy eating, integrating regular physical activity, and maintaining emotional health

Overview:

uLTIMATE SCREEn ChALLEnGE k The table lets students see where they did or did not succeed in keeping the screens turned off k Screens 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

GOAL SETTInG k It is easy to make a difference Students are asked to TRADE30 minutes of recreational screen time for an active and fun physical activity

day 5: challenge results and goal setting

Teaching Steps:

Q1. (15 minutes)

• Ask students to complete Question 1 • 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• Reactions of caregivers, parents, or siblings• Benefits of the activities they selected• Highlight the fun and benefits of physical activity!

Q2 (15 minutes)

• Have students look back to the table on Day 1 to answer Question 2

• Ask the students to record their goals for the 3 days • Explain that an adult should initial whether or not they

met their goals

Students with Low or No Screen Time

Students with less than 1 hour of screen time can still do this goal setting activity It just may be a bit easier for them than for their classmates

The goal for students with no screen time is to focus only on physical activity on Days 6, 7, and 8, and they will not complete screen cards

Teachers can modify some expectations of activities for the few students in this situation For example, students won’t need to list or draw screen activities (Steps 1 and 2 of the 6 step instructions)

Prescribed Learning Outcome(s):

k HCE – describe strategies for contributing to a healthy lifestyle, including family eating, integrating physical activity, and maintaining emotional health

Teaching Steps: (5-10 minutes)

• Ask students to answer the reflection questions and if time permits, discuss their observations, e g ,

– Were they happy with their accomplishments? – Did they feel they could have had better success? – If so, what might they have done differently?

Overview:

k This activity is designed to let students reflect on how their three days of goal setting went Were they happy with their accomplishments, or do they feel they could have had better success?

day 9: goal reflection

Overview:

k The 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:

• Hold an assembly or class celebration recognizing students who were successful at achieving their goals for 3 days

• Suggestions for awards for classes that had the most students achieve their goals include: golden running shoe, passes to a recreational centre or facility (possibly PAC to donate funds), a book or gift certificate, or 30 minutes of fun activity time for the entire class

day 10: celebration

Screen Smart Tracking Sheet

A Screen Smart Tracking Sheet (Appendix I) can be used to continue the program right now – or as a refresher anytime!

If you have a class set of pedometers, the experience can be enhanced by having students track their activity levels by using pedometers to count steps An optional column on the tracking sheet can be used to record the number of steps each day

Assessment (Grade 5)

Each Screen Smart activity supports a BC-prescribed Learning Outcome for Grade 5 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

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 playing a video game before bed can over-stimulate my brain and increase my heart rate

COPY and CUT