Learning For Life Toolkit Public Version 3.0

Learning for Life combines classroom instruction with online exploration to build digital
health knowledge and literacy skills for Grade 4-7 students, teachers, and parents
© The University of British Columbia and The Centre for Digital Media
CONTENTS
Teacher’s Guide ............................................................................................................................................ 2
Welcome to Learning for Life – Digital Health Literacy Toolkit ................................................................ 2
About Learning for Life ............................................................................................................................. 2
Purpose of the Toolkit............................................................................................................................... 2
What’s in this Toolkit? .............................................................................................................................. 2
Curriculum Connections............................................................................................................................ 3
Advisory Committee and Acknowledgements.......................................................................................... 4
Introductory Exploration – Instructional Sample.......................................................................................... 6
Lesson 1 – Introduction to Digital Health and the Online Comic Book ........................................................ 8
Lesson 2 - Spotlight on Health Literacy ....................................................................................................... 15
Lesson 3 - Spotlight on Media Literacy & Health ........................................................................................ 26
Lesson 4 - Spotlight on Information Literacy .............................................................................................. 34
Lesson 5 - Spotlight on Technology Literacy ............................................................................................... 44
Lesson 6 - Discussion and Learning Assessment & Spotlight on Science Literacy ...................................... 56
Resource List ............................................................................................................................................... 63
Online Comic Book – Plot Summary & Themes .......................................................................................... 65
Connections to the BC Curriculum – Summary by Activity ......................................................................... 67
Certificate.................................................................................................................................................... 73
© The University of British Columbia and The Centre for Digital Media
The work is licensed under Creative Commons Attribution-Non-Commercial-NoDerivs 2.5 Canada

(https://creativecommons.org/licenses/by-nc-nd/2.5/ca/). For permissions to use this work for commercial
purposes please contact The University of British Columbia’s University-Industry Liaison Office
Toolkit developed by: Helen Novak Lauscher, PhD

Images designed by: Armin Mortazavi, BSc, MDM
August 2016
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Teacher’s Guide
Youth in Canada are going online at earlier ages and for a multitude of reasons. However, they may not
know how to use their technological skills in order to support their health and find reliable health
information.
What is Digital Health Literacy? Digital health literacy means being able to search for, find, understand,
and assess the quality of health information using computers, smart phones, iPads, or devices like FitBit,
and use that info to stay healthy. Developing a strong foundation in digital health literacy at an early age
will benefit children for life.
Welcome to Learning for Life – Digital Health Literacy

Toolkit
Learning for Life is an education initiative that aims to develop the various aspects of digital health
literacy among upper elementary students and families, in BC. The initiative was created by a group of
researchers in the UBC Faculty of Medicine who explore and advance the use of personal information
and communication technologies to connect people to quality health information.
Learning for Life is our first collaboration with the provincial school system and marks a new step in the
Office’s efforts to improve health and wellness through technology for all peoples in BC. Learn more
about us and our research initiatives at: http://digem.med.ubc.ca/
About Learning for Life

Learning for Life is a content-based program that aims to build capacity in health knowledge and related
critical thinking skills among Grade 4-7 students and families through in-class learning and at-home
exploration. The goal of the project is that students will be able to search for and access reliable health
information and use the information to improve their health outcomes.
Purpose of the Toolkit

The purpose of the Learning for Life toolkit is to initiate the discovery of knowledge for students in
Grades 4-7 related to digital health literacy and health. This content is designed to foster students’
competency in applying health information to their own lives (e.g., to make personal choices for health
and well-being). This content also supports students in being able to identify relevant health resources
online and via electronic means, and assess their quality.
The activities and resources are not intended to build capacity related to self-management strategies,
but rather to develop awareness and recognition of various issues. This foundation will serve to facilitate
self-management and personal development strategies for these students in later years.
What’s in this Toolkit?

The digital health information contained in this package will help students understand how they can
apply their existing technological skills and use their devices to explore their personal sleep needs,
habits and routines so that they may better their health. An online comic book developed by the Centre
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for Digital Media focuses on building digital health literacy in relation to sleep hygiene. This comic book
highlights some of the information contained in this resource package and facilitates learning outside of
the classroom.
The information is organized into six different lessons, each of which is focused on translating a different
aspect of digital health literacy, including health, media, and science literacy. Each lesson is flexible and
includes lesson plans, in-class workshops, take-home activities, and links to additional resources. This
toolkit is organized by the following six topics, each with an accompanying lesson or workshop:
1. Introduction to Digital Health and Online Comic Book: What is digital health?
2. Digital Health Spotlight: Health and Health Literacy
3. Digital Health Spotlight: Health and Media Literacy
4. Digital Health Spotlight: Health and Information Literacy
5. Digital Health Spotlight: Health and Technology Literacy
6. Wrap-Up: Discussion and Learning Assessment, and Spotlight on Science Literacy
Prior to the six core lessons, this toolkit includes a brief instructional sample as an introduction to the
larger resource and content.
For each topic, the following materials are intended to be used flexibly, either as a complete set or as
separate activities:
• Lesson plans with learning objectives aligned with BC curriculum
• Suggested extension or enrichment activities (e.g., exercises, worksheets, investigations and
explorations, critical thinking and reflection questions)
Curriculum Connections
Digital health literacy and the Learning for Life content cuts across all three core competency areas
identified in the BC Curriculum, namely “Communication”, “Thinking” (specifically critical thinking), and
“Personal and Social” (specifically personal awareness and responsibility). Digital health literacy is multi-
faceted, encompassing media, information, technology, science, and health literacy skills.
Lesson Core competencies What part of the curriculum does it relate to?
1 Personal and Social Healthy and Active Living: Describe the impacts of personal choices
on health and well-being
2 Personal and Social Healthy and Active Living: Describe the impacts of personal choices
on health and well-being
3 Critical Thinking Healthy and Active Living: Identify and explain influences of health
messages and support services on healthy behaviors
4 Critical Thinking Healthy and Active Living: Identify and explain influences of health
messages and support services on healthy behaviors
5 Personal and Social Healthy and Active Living: Identify, apply, and reflect on strategies
Communication used to pursue personal health and fitness goals
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6 Personal and Social Social and Community Health: Explore and create strategies to
Communication promote the health and well-being of the school and community
At the end of each lesson section in this guide, there is a summary of curriculum connections for
activities in the lesson. Core competencies across the BC curriculum are mapped onto each activity. A
full summary is also included at the end of the toolkit.
Advisory Committee and Acknowledgements

This resource has been developed with the help of the Learning for Life Advisory Committee, a multi-
sectoral, interprofessional panel of experts and stakeholders, and other advisors:
Kendall Ho UBC Faculty of Medicine, Committee Chair
Elizabeth Stacy UBC Faculty of Medicine, Project Coordinator
Helen Novak Lauscher UBC Faculty of Medicine, Toolkit Author and Project Consultant
Steve Cairns BC School-Centred Mental Health Coalition, Village of

Attachment
Michelle Cianfrone Health Promotion & Prevention, BC Children’s Hospital
Daniel Naiman Directorate of Agencies for School Health (DASH) BC
Derek Roelofsen VCH Public Health Nurse, Child and Youth Program
Sheila Rawnsley Simon Fraser University, Burnaby School District
Monika Coutts, and the students, teachers and Aspenwood Elementary School
administrators at Aspenwood Elementary
Rose Mackenzie, and the students, teachers and École Squamish Elementary
administrators at École Squamish Elementary
Dorothy Watkins, and the students, teachers and Sir Matthew Begbie Elementary
administrators at Sir Matthew Begbie Elementary
Louise Ganton, and the students, teachers and Skaha Lake Middle School
administrators at Skaha Lake Middle School
Jeannette Kopak The Centre for Digital Media
Andrew Tugwell Health Promotion & Prevention, BC Children’s Hospital
Scott Beddall BC Ministry of Health
Steering Committee and Members at Large BC School Centred Mental Health Coalition
Dennis Tjernagel Davie Jones Elementary
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With special thanks to:
• Writer and artist of the online comic book, Armin Mortazavi
• Programmer for the online comic book, Ronald Ho
• The UBC Digital Emergency Medicine Learning for Life team:
Travis Nagle, Christopher Yao, Anne-Marie Jamin, Sophia Khan, Kaitlin Atkinson, Karena Yeung,
Shawna Narayan
• The Centre for Digital Media and the Digital Style Team
• BC School Centred Mental Health Coalition
This work was made possible by the generosity of an anonymous donor, and the UBC Faculty of
Medicine.
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Introductory Exploration – Instructional Sample
This instructional sample encourages students to think about the importance and impacts of
sleep on general wellness and to brainstorm creative ways in which technology can be used to
impact health.
St u d e n t s w i l l b e a b l e t o :
1. Demonstrate their knowledge about both sleep and technology
2. Exercise their creativity in order to combine health and technology
Learning Environment
• Classroom
Materials
• Post-it notes/small pieces of paper

• Pens or pencils
Lesson Flow
Pass out post-it notes or small pieces of paper to the class. Ask the students to think about their
favourite app (i.e. social media, game, etc.). Then ask them to write down their favourite thing about the
app. Discuss the responses (e.g. have students share their responses with a neighbour, with the class,
etc.).
Ask students to imagine they work at a technology company and are asked to develop their own app
about sleep. Discuss:
• Why is sleep important?
• How does sleep impact mental and physical health?
• What are some ways to improve sleeping habits?
• What facts would they want to include in their app?
Next, focus on designing the app:

• Who would the audience for the app be? Who would use the app? Who would like it most?
Who would it be helpful for?
• What would the purpose of the app be? (i.e. learning about the importance of sleep, helping
• people improve their sleep habits)
• What are some possible features of the app? What would the app be able to do? What kinds of
things would you use it for?
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Highlight a few of the paper responses about students’ favourite apps and ask how they would
incorporate these aspects into their sleep apps.
Optional extension:
Hand out blank sheets of paper and have students draw three screens of their apps.
• What does their app look like?
• What colours do they want to use?
• How will the different features be arranged?
You can show some examples of kid friendly health apps by checking out the iTunes store (e.g., “Stop,
Breathe, & Think”; “My Incredible Body”, “Science Heroes: Digestive System for Kids”, “This is my Food –
Nutrition for Kids”).
Suggested Responses:
Why is sleep important?/how does sleep impact mental and physical health?
o Helps you remember the things you learn
o Helps you pay attention and concentrate
o Helps you solve problems and think of new ideas
o Helps your mood
o Helps you get along with friends and family members
o During sleep, your muscles, bones, and skin grow
o Your body stays healthy and it is easier to fight sickness
o Your body heals injuries more easily
o When your body doesn’t get enough sleep, you may:
o Feel cranky or tired
o Have a hard time following directions
o Have a hard time making good choices
o Have a hard time doing your usual activities, e.g. homework, sports, music, etc.
o Not grow as well
o Get sick more often (lack of sleep may impact the immune system)
What are some ways to improve sleeping habits?
o Go to bed at the same time every night
o Have a bedtime routine that is calming, i.e. reading a book, taking a bath
o Don’t drink caffeinated beverages before bed
o Don’t have a TV, tablet, computer, or other devices in your bedroom – they can be
distracting
o Don’t watch scary movies or TV shows before bed
o Don’t exercise right before going to bed. Exercise earlier in the day
o Use your bed only for sleeping, not for eating, doing homework, watching TV, etc.
o Make sure your bedroom is cool, dark, and quiet
o Don’t eat a big meal before bed
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Lesson 1 – Introduction to Digital Health and
the Online Comic Book
What is Digital Health?

Health?
This interactive session introduces students (Grades 4-7) to the online comic book, thereby
initiating the student’s exploration into sleep, general wellness, and digital health literacy. The
concept of digital health and what it means to be digital health savvy, or “digital health literate”
is introduced with the online comic book, which was developed in the choose-your-own-
adventure style. The online comic focuses on Ellen, an elementary school student, and her
experiences with sleep.
1. Interact with an online digital health tool
2. Define “digital health” and “digital health literacy”
3. Participate in a live survey and discuss results
4. Reflect on their own sleep habits and how they affect their health
• Requires either a computer lab, shared devices for students, or one laptop/computer in a classroom
for demo
Materials
• Laptop, Projector, Screen, Internet Connection

• Online Comic Book – http://digem.med.ubc.ca/projects/ubclearningforlife/
• bitiClicker polling questions (see presentation slides, and Handout 1.2 attached)
• Handouts (see attached)
Lesson Flow
1. Demo of Online Comic Book:
Give instructions for accessing and using the online comic book, and either have all students try it
out (if in a computer lab), or have a volunteer come up and demonstrate it on screen (if in the
classroom).
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2. Digital Health Discussion:
Have a short discussion with the students, introducing the concept of digital health and why it is
important. Supplement the discussion with the iClicker questions in Handout 1.2
a. What is digital health and why is it important? Youth in Canada are going online at earlier ages
and for a multitude of reasons. However, they may not know how to use their technological
skills to support their health and find reliable health information online.
b. Why is it important to be digital health smart? Digital health literacy - or having “digital health
smarts” means being able to search for, find, understand, and assess the quality of health
information using computers, smart phones, iPads, or devices like FitBit, and use that info to
stay healthy.
iClicker Audience poll question:

Have you ever believed something you saw online and then found out it was fake?
A. Yes
B. No
C. Not sure
c. Test your Digital Health Smarts: Use these questions adapted from the eHEALS Scale (Handout
1.2) to poll the group with iClickers, show of hands, or with pencil and paper. With the iClickers,
graphs of results can be discussed immediately. With show of hands, have one or two students
tally the results. With paper and pencil, you can either create graphs yourself or bring them in to
discuss in the next class period, or have students create their own graphs. Discuss the results
and ask individuals what they think about the overall responses.
d. Exit Poll and Assessment

Have the students respond to these questions via iClicker (or show of hands). Show the results
chart and ask one or two students to elaborate in a large group discussion.
iClicker Audience poll questions:

I learned something new today.
A. Yes
B. No
C. Not sure
I am going to try something new because of what I learned today.

A. Yes
B. No
C. Not sure
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Take-Home Activity
Use the online comic book game between now and the next lesson. Using Handout 1.1, have students
think about and discuss Ellen’s experiences when she didn’t get a good sleep. Have students reflect on
Ellen’s attitude and to identify ways in which it could have been improved, and also reflect on their own
moods when they don’t get enough sleep.
Purpose: This activity seeks to build students’ awareness regarding their personal sleeping
habits and how sleep affects their mood, as well as to identify strategies from the comic book to
improve their sleep and wellness. This exercise gets the students thinking about and examining
their own behaviour.
Resources and Sources
For Teachers and Parents:
What is eHealth? https://www.youtube.com/watch?v=H-l-Qg6PTlY This animated video introduces the

concept of eHealth in BC. This is a good resource for teachers and parents to understand the eHealth
landscape.
eHealth Literacy Scale (eHEALS): (Norman & Skinner). Short assessment of skills and confidence in using
information and communication technologies to make health decisions. Journal of Medical Internet
Research 2006;8(4):e27 http://www.jmir.org/2006/4/e27/
Norman, C. D., & Skinner, H. A. (2006). eHealth Literacy: Essential Skills for Consumer Health in a
Networked World. Journal of Medical Internet Research, 8(2), e9. This article outlines the six literacies
that comprise eHealth literacy and includes useful definitions, case study examples, and practical ideas.
http://doi.org/10.2196/jmir.8.2.e9
For Students:
Online Comic Book – http://digem.med.ubc.ca/projects/ubclearningforlife/
http://sleepforkids.org/
This interactive website helps educate children and youth about the importance of sleep and how sleep
can impact overall health and wellness. See Handout 4.3 in Lesson 4 for information on a more
structured exploration of the website.
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Connections to the BC Curriculum
Lesson 1: Handout 1.2: Test your Digital Health Smarts

Grade 4 Grade 5 Grade 6 Grade 7
Mathematics: Mathematics: Mathematics: Mathematics:
• Describe, create, and • Describe, create, and • Use tools or • Use tools or
interpret relationships interpret relationships technology to explore technology to explore
through concrete, through concrete, and create patterns and create patterns
pictorial, and symbolic pictorial, and symbolic and relationships, and and relationships, and
representations representations test conjectures test conjectures
• Use technology • Use technology • Develop • Develop
appropriately to appropriately to mathematical mathematical
explore mathematics, explore mathematics, understanding understanding
solve problems, solve problems, through concrete, through concrete,
record, communicate, record, communicate, pictorial, and symbolic pictorial, and symbolic
and represent and represent representations representations
thinking (iClickers) thinking (iClickers) • Use technology • Use technology
Science: Science: appropriately to appropriately to
• Use tables, simple bar • Construct and use a record, communicate, record, communicate,
graphs, or other variety of methods, and represent and represent
formats to represent including tables, thinking thinking
data and show simple graphs, and digital Science:
patterns and trends technologies, as • Construct and use a
appropriate, to variety of methods,
represent patterns or including tables,
relationships in data graphs, and digital
technologies, as
appropriate, to
represent patterns or
relationships in data
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Lesson 1 - Handout 1.1
Grumpy or tired? You be the judge!

What did you notice about the way Ellen acted when she was tired?
What did you think of the way she was behaving?
What do you feel like when you don’t get enough sleep? What is your
mood like?
What was her attitude like? Can you think of ways it could have been
improved?
Did Ellen’s experience make you understand more about yourself?
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Test your Digital Health Smarts

1. I know how to use the internet to answer questions about my health.
A. I DO NOT agree
B. I’m not sure
C. I agree
D. I TOTALLY agree!
2. I know where to find helpful information online.

A. I DO NOT agree
B. I’m not sure
C. I agree
D. I TOTALLY agree!
3. I can tell the difference between true information and untrue information online.
A. I DO NOT agree
B. I’m not sure
C. I agree
D. I TOTALLY agree!
4. I know how to use the health information I find online.

A. I DO NOT agree
B. I’m not sure
C. I agree
D. I TOTALLY agree!
5. I am confident I can use what I learn online to help me stay healthy.

A. I DO NOT agree
B. I’m not sure
C. I agree
D. I TOTALLY agree!
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Intro Workshop - Handout 1.3
Online Comic Book Exploration

Use the online comic book game http://digem.med.ubc.ca/projects/ubclearningforlife/ between now and the next
lesson. Use this worksheet to record your thoughts, ideas and feedback.
I Do Not I’m Not I Agree I Strongly
Agree Sure Agree!
Put a in the box that best describes what you think.
I would use the online comic book to learn by myself, even if I

wasn’t asked to by my teacher.
I had fun using the online comic book.
I learned some new things by using the online comic book

that I did not know before.
Something I learned….
What I like about the online comic book: What I don’t like about the online comic book:
My idea for improving the online comic book:
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Lesson 2 - Spotlight on Health Literacy
My Own Sleep Adventure

This lesson encourages students to explore sleep and health in their own lives. Building upon the
students’ experiences with the online comic book, the lesson and extension activities are
designed to give students the opportunity to reflect on their own sleep habits and how their
choices can contribute to their well-being.
1. Identify how sleep habits relate to healthy, balanced living and well-being
2. Describe the impact of personal choices on health and well-being
• Classroom setting
• Extension outside of the classroom and home
Materials
• Worksheets from this lesson

• Sticky notes or other scrap paper “ballots”; hat to put ballots in
• Refer to the Interactive Comic Book – Plot summary & themes (on Page 58 of the toolkit)
Lesson Flow
1. Think-Jot-Share: You and Sleep (use Handout 2.1)
Purpose: This activity seeks to build students’ awareness regarding their personal sleeping habits and
how sleep affects their mood, as well as to identify strategies from the comic book to improve their
sleep and wellness. This exercise gets the students thinking about and examining their own behaviour.
Have students reflect on their own sleep habits guided by the questions in the handout.
2. Sleep Research Interview (use Handout 2.2)
Purpose: This activity is intended to teach students how to conduct an interview, develop
interpersonal communication skills, collect data, and raise awareness of how online information
can be useful to develop healthy strategies and lifestyles.
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In this exercise, students get to be both a researcher interviewing a participant about sleep habits
and a participant being interviewed. Have students work in pairs, in turn being the interviewer and
the interviewee. Have the students share one important thing they learned during the interview. Did
they notice any similarities between their own experience and the interview? Jot down and discuss
common themes on the board.
3. Exit poll
At the end of the class period, write the following exit poll question on the board or have it ready on
a flip chart:
• I got enough sleep last night.
Yes
No
Not sure
Have the students respond to the exit poll question by writing their response on the “ballot” (use sticky
notes or small uniform squares of scrap paper). Students place their ballot in a container or hat. For next
lesson, tally the responses and present back to the students using a pie chart template (Handout 2.3).
Note: Use this as an opportunity to explain the sample size (i.e., number of people who responded in the
class).
Ask the kids to calculate percentages to describe how you might report it in an article about sleep.
Other exit questions you might try are below:

• I know how to make sure I get a good sleep.
• Getting exercise during the day helps me sleep.
…or make up your own, or have students generate questions for use in later sessions.
4. Take Home Activity - “Sleep Tracker - My Sleep Journal” (Handout 2.5)
Purpose: This activity will help students build awareness related to patterns in their behaviour
as well as identify strategies for improvement.
Give out the sleep journal handout (Handout 2.5). Over a week, have students record their daily
sleep habits using Handout 2.5. Have students record and be prepared to discuss their results in an
upcoming lesson and reflect on what they learned in the online comic book:
• What did you learn by tracking your sleep habits? What did you notice? Did anything
surprise you?
• Did tracking your sleep make you do anything differently?
Have students refer to information from http://sleepforkids.org/ (This interactive website helps
educate children and youth about the importance of sleep and how sleep can impact overall health
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and wellness). Have students visit sleepforkids.org and look up two strategies they could use to
improve their sleep habits. Get them to try them out and record what happens on their sleep log.
Extension Activities and Ideas
My Health Comic - Draw your own Health Adventure
Purpose: Allow students to creatively translate their own knowledge, experiences, and learning
about health.
Have students make up their own comic strip about health and health decisions using the template
found on Handout 2.4. They can make up a character (human, robot, etc.) or star in the comic
themselves.
Digital Health Tip: kidshealth.org has a variety of health topics described for kids (i.e., nutrition, sleep,
exercise, emotions, etc.). You can ask the students to go to this website and give their character some
advice on how to make them feel better or other ways to feel great!
Sleep Research Interview Part 2

In this exercise, the student is again a researcher conducting a study about sleep. As part of the study
they are instructed to:
• Show the online comic book to a parent, an older sibling, or another adult in their lives and ask
them to take a turn and go through the comic book responding from their own viewpoint.
• Next, interview him or her using the questions provided (use Handout 2.2).
For reflection:
• Do you notice any similarities between the adult’s answers and your own/those of your
classmates?
For a follow-up digital health related activity, have students go to this website
http://kidshealth.org/kid/stay_healthy/body/not_tired.html#cat118 and find two sleeping tips to share
with the person they interviewed.
can impact overall health and wellness.
http://kidshealth.org/kid/stay_healthy/body/not_tired.html#cat118
This website provides information on sleep and answers some common questions that children and
youth may have regarding sleep and its effects on well-being.
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Lesson 2: Handout 2.2: Sleep Research Interview

Science: Science: Science: Science:
• Collect simple data • With support, plan • With support, plan • Observe, measure,
appropriate appropriate and record data
investigations to investigations to (qualitative and
answer their answer their quantitative), using
questions or solve questions or solve equipment, including
problems they have problems they have digital technologies,
identified (if online identified (if online with accuracy
exploration questions exploration questions appropriate to the
added) added) task
• Observe, measure, • Observe, measure,
and record data, using and record data, using
appropriate tools, appropriate tools,
including digital including digital
technologies technologies
Lesson 2: Handout 2.4: My Own Health Adventure Comic
Arts Education: Arts Education: Arts Education: Arts Education:
• Create artistic works • Create artistic works • Create artistic works • Create artistic works
collaboratively and collaboratively and as collaboratively and as collaboratively and as
as an individual an individual using an individual using an individual using
using ideas inspired ideas inspired by ideas inspired by ideas inspired by
by imagination, imagination, inquiry, imagination, inquiry, imagination, inquiry,
inquiry, experimentation, and experimentation, and experimentation, and
experimentation, purposeful play purposeful play purposeful play
and purposeful play
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Lesson 2: Handout 2.5: Sleep Tracker - My Sleep Journal
Physical & Health Physical & Health Physical & Health Physical & Health
Education: Education: Education: Education:
• Identify and • Analyze and describe • Describe the impacts • Identify factors that
describe factors that the connections of personal choices on influence healthy
influence healthy between eating, health and well-being choices and explain
choices physical activity, and • Identify, apply, and their potential health
• Identify and apply mental well-being reflect on strategies effects
strategies for • Describe the impacts used to pursue • Identify and apply
pursuing personal of personal choices on personal healthy- strategies to pursue
healthy-living goals health and well-being living goals personal healthy-
Science: • Identify, apply, and Science: living goals
• Collect simple data reflect on strategies • Observe, measure, Science:
• Make simple used to pursue and record data, using • Observe, measure,
inferences based on personal healthy- appropriate tools, and record data
their results and living goals including digital (qualitative and
prior knowledge Science: technologies quantitative), using
• Observe, measure, • Identify patterns and equipment, including
and record data, using connections in data digital technologies,
appropriate tools, • Contribute to care for with accuracy
including digital self, others, and appropriate to the
technologies community through task
• Identify patterns and personal or • Seek patterns and
connections in data collaborative connections in data
approaches from their own
investigations and
secondary sources
• Use scientific
understanding to
identify relationships
and draw conclusions
• Contribute to care for
self, others, and
community through
personal or
collaborative
approaches
Other Curriculum Connections
Exit Poll Activity Math Core Competency: Gr 7: Science Core Competency: Gr. 5-7:
Communicate ideas, findings, and Identify questions to answer or problems to
solutions to problems, using scientific solve through scientific inquiry
language, representations, and digital
technologies as appropriate
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Think-Jot-Share – You and Sleep

Think about your own sleep habits. Do you think you usually get
enough sleep?
How do you feel when you have had a good sleep? How does your day
go? What kinds of things happen to you?
How do you feel when you have not had a good sleep? What is this
kind of day like for you? What kinds of things happen to you?
What did you learn from the online comic book about sleep? After
seeing how sleep affected Ellen’s day, will you try different strategies to
sleep better? What will you try?
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Sleep Research Interview

You are a researcher who is studying people’s sleep habits and how sleep affects their lives.
Ask a parent or other adult you know well these questions about sleep. Write down your
answers. Remember to thank the person you interviewed for taking part in the interview!
Date: _______________________ Interviewer: ______________________
I interviewed: _____________________ (name) who is ______ years old.
• Do you know how much sleep you usually get on a typical night?
• What do you usually do right before bed? (e.g., do you have a snack? Exercise? Read?
Watch TV? Other?)
• What is your bedtime routine?
• What are some reasons you can’t go to sleep at night?
• What do you do when you cannot go to sleep?
• How do you usually feel first thing in the morning? Do you hop out of bed easily or do
you sleep through the alarm?
• How do you feel when you don’t get enough sleep? How does your day go? What about
when you get a great sleep?
• Go to this website http://kidshealth.org/kid/stay_healthy/body/not_tired.html#cat118

and find two sleeping tips to share with the person they interviewed.
For further thinking: Do you notice any similarities between the adult’s answers and
your own/those of your classmates?
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Exit Poll - Template
Results:
“I got enough sleep last night.”
Not
sure, 4 Yes
No
No, 5 Yes, 13 Not sure
n = 22
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My own Health Adventure - Comic

Make up your own comic strip about health. You can make
up a character or make you the character.
This is me! I did this…
Then this happened…. Now I feel like this!
Digital Health Tip! Kidshealth.org has a lot of health information on topics like nutrition, sleep,
exercise, emotional health. Check out this website to find advice for your character on how to
make them feel better or other ways to feel great!
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Sleep Tracker - My Sleep Journal

Name
Today’s Date Mon Tues Wed Thurs Fri Sat Sun
Time I went to bed last night:
Time I woke up this morning:

Fill out in the morning
Number of hours slept last night:
How long it took me to fall

asleep last night
How awake did I feel this

morning?
1= wide awake
2 = awake but a little tired
3 = very sleepy
How sleepy did I feel during the

day today?
1 = I could hardly stay awake

2 = A bit tired
3 = Fairly alert
Fill out in the evening
4 = Wide awake
Did I exercise today?

Yes or No
Did I drink cola or sugary drinks

today? Yes or No
Did I have more than 2 hours of

screen time today? TV, video
games, iPad, etc.
Yes or No
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For Exploration
• Visit sleepforkids.org and look up two strategies you could use to improve your
sleep habits. Try them out and record what happens on your sleep log.
For Further Thinking
• What did you learn by tracking your sleep habits? What did you notice? Did
anything surprise you?
• Did tracking your sleep make you do anything differently? Please describe.
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Lesson 3 - Spotlight on Media Literacy & Health
Healthy
Healthy Media!
This lesson connects media literacy to health through examining the validity of online
information and introducing ways to evaluate the credibility of claims made in the media.
Students will be able to explore and apply critical thinking skills through a media production
exercise and through discussion.
1. Understand how surveys are used to collect information
2. Practice critical thinking in assessing information presented online
3. Reflect on bias in health related advertising
4. Explore how health messages are created in a media production exercise
• Computers or devices (either to share or individual) with internet connection
Materials
• Worksheets and handouts, including survey sheet

• Online access/internet connection
• Paper and art pencils
• Sample magazines
Lesson Flow
1. Design an Ad - Health Haiku
Purpose: this activity allows students to explore their creativity, apply their own knowledge
about health, and develop a foundation of critical thinking in relation to the media.
Looking for health information on the web is like going on a treasure hunt. You can find gold, but you
may have to wade through some garbage!
The next lesson in the series (Lesson 5) will examine ways to evaluate websites, so that when you are
looking for health information, you can trust that the information will be helpful and not harmful to your
wellbeing.
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One of the ways we are exposed to a lot of health information (some credible, some not so credible) is
advertising. Have students think about ads they have seen on TV, online, in magazines or comics that
have health related messages.
Have the students design an ad for a health and wellness “product” that will appear in a magazine of
their choice. Have them decide on the magazine and then make up their health product choosing a type
of product from the list below. Have the students choose an audience (e.g., people their age, parents),
write a haiku about the product, and draw a picture to go with the ad. Have them name the magazine,
explaining why they chose it. See below and Handout 3.1 for the Example Haiku Ad. Use the haiku
example in the ad, or use other examples of your choice. What about the claim made in the example ad?
Is it true? Is it misleading? See information at https://sleepfoundation.org/
Example Health Products:

• Healthy snacks or food
• Exercise or sports equipment or
activities
• Health apps
• Other ideas?
Example Magazines:
• National Geographic
• Discovery Kids
• Health and Fitness
• Other magazines you have in the
library or your classroom….
A Haiku is a poem with three lines. The
first line has 5 syllables, the second line
has 7 syllables, and the third line has 5
syllables.
Example Haiku Ad
2. Share in Pairs - No More Media
Purpose: to raise awareness of the various ways in which we interact with and rely on
technology.
Have students pair up and discuss the following: Imagine waking up one morning to discover that TV,
the internet, cell phones, and computers no longer exist. Also all newspapers, magazines, radio stations
and TV channels have disappeared. In small groups, discuss what would happen to citizens: how would
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they get information? How would they communicate news, facts, and events? What would happen with
the decisions you usually make? What would you – personally – most miss in such a situation? What
would society lose with this kind of problem? (Use Handout 3.2)
3. Media Researcher
Purpose: to help students develop an awareness of how technology has been integrated into
their lives, as well as to think of strategies to reduce unhealthy technology use.
Have the students keep a journal/research log for one day where they record their daily use and
interaction with media, such as television, Internet, social media sites, video games. Discuss “What
patterns do you see?” “How many hours do you spend using media and technology such as the Internet,
television or radio?” “How do you feel when you are using the media?” “Why do you do it?” “What do
you like about it?” “What do you get out of it?” (Use Handout 3.3)

http://mediasmarts.ca/ This Canadian organization is dedicated to improving media literacy for children
and youth. The website is an excellent resource for teachers and parents that includes ideas for learning
activities for children and youth. This site provides a variety of resources focused on increasing digital
media literacy in various forms, and to educate children on various digital media topics, such as
cyberbullying, online gambling, etc. The material is designed for a range of ages and grade levels, so it is
important for teachers and parents to review the materials.
Lesson 3: Handout 3.1: Design an Ad – Health Haiku

English Language Arts: English Language Arts: English Language Arts: English Language Arts:
• Use writing and • Use writing and • Use writing and • Use writing and
design processes to design processes to design processes to design processes to
plan, develop, and plan, develop, and plan, develop, and plan, develop, and
create texts for a create texts for a create engaging and create engaging and
variety of purposes variety of purposes meaningful literary meaningful literary
and audiences and audiences and informational and informational
• Use language in • Use language in texts for a variety of texts for a variety of
creative and playful creative and playful purposes and purposes and
ways to develop ways to develop style audiences audiences
style • Use an increasing • Use an increasing
repertoire of repertoire of
conventions of English conventions of English
spelling, grammar, spelling, grammar,
and punctuation and punctuation
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Lesson 3: Handout 3.2: Share in Pairs – No More Media
• Make predictions • Demonstrate an • Demonstrate an • Generate and
based on prior openness to new openness to new introduce new or
knowledge ideas and ideas and refined ideas when
• Make observations consideration of consideration of problem solving
about living and alternatives alternatives
non-living things in • Generate and • Generate and
the local introduce new or introduce new or
environment refined ideas when refined ideas when
• Generate and problem solving problem solving
introduce new or
refined ideas when
problem solving
Lesson 3: Handout 3.3: Media Researcher
• Observe objects and • Make observations in • Make observations in • Observe, measure,
events in familiar familiar or unfamiliar familiar or unfamiliar and record data
contexts contexts contexts (qualitative and
• Collect simple data • Observe, measure, • Observe, measure, quantitative), using
• Sort and classify and record data, using and record data, using equipment, including
data and appropriate tools, appropriate tools, digital technologies,
information using including digital including digital with accuracy
drawings or technologies technologies appropriate to the
provided tables • Express and reflect on • Express and reflect on task
• Express and reflect personal, shared, or personal, shared, or • Express and reflect on
on personal or others’ experiences of others’ experiences of a variety of
shared experiences place place experiences and
of place (if add perspectives of place
further thinking
questions)
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Design an Ad - Health Haiku

Design an ad for a health and wellness “product” that will appear in a magazine of your choice.
Decide on the magazine and then make up your health product choosing a type of product from
the list of below. Keeping your audience in mind, write a haiku about the product. Draw a
picture for the ad. Create the magazine ad using the haiku and drawing. Name the magazine in
which you would place your ad, explaining why you chose it.
Example Health Products: Haiku Ad in “Health and Fitness Magazine”
• Healthy snacks or food
• Exercise or sports equipment or
activities
• Health apps
• Other ideas?
Example Magazines:
• National Geographic
• Discovery Kids
• Health and Fitness
• Other magazines you have in the
library or your classroom….
A Haiku is a poem with three lines.
The first line has 5 syllables, the
second line has 7 syllables, and the
third line has 5 syllables.
Who is your audience?

What magazine did you choose and why?
For further thinking: Has this changed what you
think about things you see in the media?
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Lesson 3- Handout 3.2
Share in Pairs - No More Media

Imagine that you wake up one day and there are no more media,
Internet, cell phones, or computers. Also all newspapers, magazines,
radio stations and TV channels have disappeared.
How would people get information now?
How would they communicate news, facts, and events?
What would you do if you had to make a decision and needed

information?
What would you miss most?
For further thinking:

Did this activity help you to realize how much technology impacts your life?
What are some ways to reduce this impact?
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Media Researcher
Keep a log for one day to record your use of different media, such as television, Internet, social
media sites, video games. See the example below to show you how to fill it out.
Time I Media Used Where I was Who I was with What else was I Time I
started doing? stopped
7:30 am Watched Sponge Bob Home in living My dad and sister Eating breakfast 8:00am
on TV room
My Media Log Date: ____________________________

Time I Media Used Where I was Who I was with What else was I Time I
started doing? stopped
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For Further Thinking:
Did recording all your media use change your understanding of how
much you use media in a day?
Do you think you use media too much in one day?
What are some ways that you could use media less?
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Lesson 4 - Spotlight on Information Literacy
Show Me the Evidence! The Credible Hulk!

This lesson encourages students to reflect upon how knowledge is organized, how to find
information, and how to use that information in their lives. Continuing with the theme of
healthy sleep, the activities in Lesson 4 provide strategies and practice for effectively searching
for health information online.
1. Understand the importance of basing health decisions on balanced and credible information sources
2. Tell the difference between credible and not credible sources of online health information
3. Identify effective strategies for locating health information
Materials
• Worksheets/handouts
• Web links embedded in Lesson Flow and Extension Activities and Ideas sections of this module
Lesson Flow
1. Think-Jot-Share - The Credible Hulk!
Purpose: to raise awareness among students regarding their personal strategies to find and
evaluate information online.
Start out with a quick warm-up discussion (Handout 4.1):

• Have you ever been in an argument with someone and you got really mad?
• Have you ever believed you were right and turned out not to be?
• When you want an answer to a question, where do you go/what do you do?
• What are some ways you could check to make sure something is true or accurate?
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2. Info Detectives - Website Analysis
Purpose: to familiarize the students with the Five W’s of website analysis and build their critical
thinking skills
The best websites to use are those that have the best evidence of credibility, accuracy, reasonableness,
and support. It is always important to evaluate websites you use for research or for personal use. The
Five “Ws” of website analysis is a useful tool for deciding if the website is a good one. This is especially
important when it comes to health. The following table (from the Adult Literacy and Technology
Network - http://www.nisk.k12.ny.us/glencliff/Lib-5Ws.html) outlines the Five “Ws” of website analysis1
WHO WHO made the site? Look for:

• an author with credentials. An "about us"
Good: .gov .edu .org section or a "contact us" section
• an organization that you recognize, e.g.,
Caution: .com .net National Geographic, Canadian Geographic
Watch out for:

• misspellings
• ~ in the web address
• author with no contact information or
credentials
• no author or organization that you recognize
WHAT is the goal of the The goal should be to share information, not to sell
WHAT
site? something.
WHEN WHEN was the site made? Look for a date. Is it recent?
A good website will:
WHERE can you find more
WHERE - Include a bibliography or list of references
information?
- Link to other reliable sites (.gov, .edu)
It should:
WHY WHY is this site useful? - answer your question
- be easy for you to read and understand.
Visit this health-related website on sleep http://sleepforkids.org/which helps educate children and
youth about the importance of sleep and how sleep can impact overall health and wellness.
Have the students make predictions about the main purpose of the website. Scroll through and read the
website, providing think-aloud insights relating to clues to credibility, accuracy, reasonableness, and
1
From http://www.nisk.k12.ny.us/glencliff/Lib-5Ws.html
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support. Make connections between student responses and the website’s URL, name, navigation,
visuals, animations, sounds, interactivity, logos, text, slogans.
Have students work in pairs and visit and analyze another website such as
http://kidshealth.org/kid/stay_healthy/body/not_tired.html#cat118 and assess the website using
Handout 4.22 (Handout adapted from Rebecca Trieger, University of Illinois)
The following table (see reference and link in the footnote below and in the resources and sources list at
the end of this section ) 3 outlines the CARS criteria and is a good reference for teachers and parents.
Credibility Trustworthy source, the quality of evidence and argument, author’s credentials,
evidence of quality control, known or respected authority, organizational support.
Goal: an authoritative source; a source that supplies some good evidence that
allows you to trust it.
Accuracy Up-to-date, factual, detailed, exact, comprehensive, audience and purpose reflect
intentions of completeness and accuracy. Goal: a source that is correct today (not
yesterday); a source that gives the whole truth.
Reasonableness Fair, balanced, objective, reasoned, no conflict of interest, absence of fallacies or
slanted tone. Goal: a source that engages the subject thoughtfully and
reasonably; a source concerned with the truth.
Support Listed sources, contact information, available corroboration, claims supported,
documentation supplied. Goal: a source that provides convincing evidence for the
claims made; a source you can triangulate (find at least two other sources that
support it).
3. Info Detectives - Case Study
Purpose: to help students build skills related to navigating websites, searching for information,
and evaluating the quality of that information.
Give your students the following case to solve (Handout 4.3):
Case: A kid you know who goes to another school has heard that your class is learning about sleep. She
says she is tired all the time and wants to know what to do. Can you help her? What advice will you give
the student about sleep?
• Use these websites:
2
Adapted from Rebecca Trieger, University of Illinois http://lrs.ed.uiuc.edu/students/rtrieger/
3
http://www.ufv.ca/library/how-tos/cars-evaluation-checklist/Adapted from CARS Evaluation Checklist.
(2004, June 11). Queen’s University Library.
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• Write down some tips for your friend.
• Remember, you can also include what you learned using the online comic book. Try to write
down at least 3 important tips.

1. Facebook Face off
Have students refute an argument or a claim found on a health-related Facebook page with information
that they find from credible online sources. Teachers, you can source your own “SFS” (suitable for
school) examples by searching health groups in Facebook. Ask: What made you skeptical of the
argument or claim? Did you disprove it? How?
2. Guest speaker - Ask a Health Librarian

Invite a health librarian from the public library or university to come in and talk about what they do and
what kinds of questions people ask their help to answer. They can present search strategies and answer
students’ questions.
Norman, C. D., & Skinner, H. A. (2006). eHealth Literacy: Essential Skills for Consumer Health in a
Networked World. Journal of Medical Internet Research, 8(2), e9. This article outlines the six literacies
that comprise eHealth literacy and includes useful definitions, case study examples, and practical ideas.
http://doi.org/10.2196/jmir.8.2.e9
Feldman, Barbara. "How to Evaluate Online Information." Surfnetkids. Feldman Publishing. 6 Jun. 2008.
Web. 1 Oct. 2015. http://www.surfnetkids.com/tech/452/how-to-evaluate-online-information/
This tip sheet from the Media Awareness Network on how to search the internet effectively is a great
resource http://mediasmarts.ca/tipsheet/how-search-internet-effectively
CARS checklist for assessing the quality of a website. A good reference for teachers and parents:
http://www.literacyta.com/ecoach/evaluating-credibility-websites
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Lesson 4: Handout 4.1: Think-Jot-Share – the Credible Hulk

Science: Social Studies: Social Studies: Science:
• Suggest ways to • Ask questions, • Ask questions, • Exercise a healthy,
plan and conduct an corroborate corroborate informed scepticism
inquiry to find inferences, and draw inferences, and draw and use scientific
answers to their conclusions about the conclusions about the knowledge and
questions content and origins of content and origins of findings for their own
Social Studies: a variety of sources, a variety of sources, investigations to
• Ask questions, including mass media including mass media evaluate claims in
corroborate secondary sources
inferences, and Social Studies:
draw conclusions • Assess the credibility
about the content of multiple sources
and origins of and the adequacy of
different sources evidence used to
justify conclusions
Lesson 4: Handout 4.2: Info Detectives – Website Analysis
Social Studies: Social Studies: Social Studies: Social Studies:
• Ask questions, • Ask questions, • Ask questions, • Assess the credibility
corroborate corroborate corroborate of multiple sources
inferences, and inferences, and draw inferences, and draw and the adequacy of
draw conclusions conclusions about the conclusions about the evidence used to
about the content content and origins of content and origins of justify conclusions
and origins of a variety of sources, a variety of sources, Science:
different sources including mass media including mass media • Exercise a healthy,
informed scepticism
and use scientific
knowledge and
findings for their own
investigations to
evaluate claims in
secondary sources
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Lesson 4: Handout 4.3: Info Detectives – Case Study
• Identify and apply • Identify, apply, and • Identify, apply, and • Identify and apply
strategies for reflect on strategies reflect on strategies strategies to pursue
pursuing personal used to pursue used to pursue personal healthy-
healthy-living goals personal healthy- personal healthy- living goals
living goals living goals
• Analyze health
messages and
possible intentions to
influence behaviour
Facebook Face Off Science Core Competency:
Activity Gr. 7: Exercise a healthy, informed skepticism and use scientific knowledge and
findings for their own investigations to evaluate claims in secondary sources
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Think-Jot-Share - The Credible Hulk!

@stephenjenkin https://twitter.com/stephenjenkin
Have you ever been in an argument with

someone and you got really mad?
Image courtesy of The Classics Library
Have you ever believed you were right and

turned out not to be?
When you want an answer to a question, where do you go/what do you

do?
What are some ways you could check to make sure something is true or
accurate?
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Info Detectives - Website Analysis

Remember to consider the Five W’s - on the back of this page….
Name of site
URL
My Review of the Site
I like the way this site looks.
I understand how to get to different parts of this site.
I can find the name of the author or organization that made

this site.
I can find out how to send a message to the author of this site.
I learned something new by exploring this site.
There is a list of other sites I can visit to get more information.
I trust that the information in this site is true.
This is one thing I learned at this site:
My overall review of this website: Tip: Remember to consider the Five

W’s - on the back of this page….
Adapted from Rebecca Trieger, University of Illinois http://lrs.ed.uiuc.edu/students/rtrieger/
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Can you answer the 5 W’s about the website?
WHO WHO made the site? Look for:

• an author with credentials. An "about
Good: .gov .edu .org us" section or a "contact us" section
• an organization that you recognize,
Caution: .com .net e.g., National Geographic, Canadian
Geographic
Watch out for:

• misspellings
• ~ in the web address
• author with no contact information or
credentials
• no author or organization that you
recognize
WHAT is the goal of the The goal should be to share information, not
WHAT
site? to sell something.
WHEN WHEN was the site made? Look for a date. Is it recent?
A good website will:
WHERE can you find more
WHERE - Include a bibliography or list of references
information?
- Link to other reliable sites (.gov, .edu)
It should:
WHY WHY is this site useful? - answer your question
- be easy for you to read and understand.
From http://www.nisk.k12.ny.us/glencliff/Lib-5Ws.html
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Info Detectives - Case Study

Case: A kid you know who goes to another school has heard that your class is
learning about sleep. She says she is tired all the time and wants to know what to
do. Can you help her? What advice will you give the student about sleep?
Use these websites:

Write down some tips for your friend.
Remember, you can also include what you learned using

the online comic book. Try to write down at least 3
important tips.
My Health Tips
1.
2.
3.
What other advice would you give? Would you follow this advice
yourself?
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Lesson 5 - Spotlight on Technology Literacy
Stump the Adult!

This lesson highlights students’ technology literacy and provides opportunities for them to
demonstrate their knowledge and skills while considering health issues. Many of the activities
are designed to encourage dialogue between students and their parents.
1. Assess their own technology literacy
2. Demonstrate their technology knowledge as it relates to health
3. Construct a quiz and learn about using surveys to assess knowledge and skill
Materials
• Worksheets/handouts
• Web links embedded in Lesson Flow and Extension Activities and Ideas sections of this module
Lesson Flow
1. Think-Jot-Share - Tech and Me
Purpose: to build awareness among students regarding their own relationship to technology
and to identify their technology-use patterns and preferences.
Start with a short discussion using Handout 5.1. Ask the students: “Which of the following best describes
how you feel about technology?”
1) Technophobe: I dislike and avoid using computers and other technologies.
2) Newbie: I often need help when using technology and don’t use it very much.
3) Just about Average: Computers and other technologies are part of my life at school and
home.
4) Super Techy: I love technology. Computers and other information and communication
technologies are a major part of my life. I often help others with technology.
5) I am Robot: I am consistently using technology. I know how to do things like make a website.
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2. Stump the Adult
Purpose: for students to make predictions about their own technological literacy, to validate
their predictions, and to practice developing questions and gathering evidence that relates to
their own inquiries.
Have the students work in small groups to make a technology quiz to share with parents, teachers, and
other adults they know. The first question in the quiz can be the multiple choice question from the
“Think-Jot-Share” activity. Use Handout 5.2 as a template for students to use.
In groups, have students generate a list of technologies, apps, social media, games, etc., that they use or
have heard of (and may think that adults do not know about). These will be the first section of the quiz.
Use the following format for this part of the quiz:
Circle the response that best describes your knowledge of the following:
Sample Question:
Snapchat
1) Never heard of it. I have no idea what this is.
2) I think I may have heard of it. Sounds familiar.
3) I know what this is but I’ve never used it myself.
4) I’ve used it a few times.
5) I use this all the time.
The higher the parents score, the more tech savvy they are.
For the next section of the quiz, have the students brainstorm a list of text messaging/chat acronyms or
abbreviations (e.g., LOL) that they think adults may not know about. Consult lists of acronyms available
online and make a Suitable for School (SFS) list for a reference. Use this format for this part of the quiz.
Identify the following by filling in the blank:
Sample Question:
LOL _______________________
1. My Health App
Purpose: to encourage students to think creatively about ways to share health information and
develop strategies to improve health.
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Have students work in pairs to come up with an idea for a game or app (the online comic book is an
example) that addresses a health issue (like sleep, nutrition, exercise). They can use Handout 5.3 to
“mock it up”/draw it out. Some of the ideas to address can include:
What is it called? What type of health topic or problem is it about? Who is it designed for? What would
it help you do? You can show some examples of kid friendly health apps by checking out the iTunes
store. (e.g., “Stop, Breathe, & Think”; “My Incredible Body”, “Science Heroes: Digestive System for Kids”,
“This is my Food – Nutrition for Kids”)
2. Are You Web Aware? How About Adults in your Life?
Purpose: for students to assess how safely and effectively they use the internet, and to compare
their responses with those of their parents/family members.
For an optional take home assignment, have your students take the “Are You Web Aware?” quiz
developed by the Media Awareness Network (reproduced in Handout 5.4):
http://mediasmarts.ca/tipsheet/are-you-web-aware-checklist-kids-ages-9-12
Also ask them to have a parent or adult(s) that they live with fill out the parent version of the quiz (also
reproduced in Handout 5.4): http://mediasmarts.ca/tipsheet/are-you-web-aware-checklist-parents
Have the students compare their results with the results of their parents or other adults in their lives
and discuss together. Have them write a journal entry about what they have learned.

For parents and guardians- Co-viewing with your kids Tip Sheet by the Media Awareness Network:
http://mediasmarts.ca/teacher-resources/co-viewing-your-kids-tip-sheet
Check out Tech with Kids for expert reviews of kids apps, video games, websites, and smart toys:
http://www.techwithkids.com/
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Lesson 5: Handout 5.1: Think-Jot-Share – Tech and Me

• Identify and • Describe the impacts • Describe the impacts • Identify factors that
describe factors that of personal choices on of personal choices on influence healthy
influence healthy health and well-being health and well-being choices and explain
choices • Identify, apply, and • Identify, apply, and their potential health
• Identify and apply reflect on strategies reflect on strategies effects
strategies for used to pursue used to pursue • Identify and apply
pursuing personal personal healthy- personal healthy- strategies to pursue
healthy-living goals living goals living goals personal healthy-
living goals
Lesson 5: Handout 5.2: Stump the Adult – Test your Tech Savvy
• Collect simple data • Identify questions to • Identify questions to • Make predictions
• Make predictions answer or problems answer or problems about the findings of
based on prior to solve through to solve through their inquiry
knowledge scientific inquiry scientific inquiry
• Compare results • Make predictions • Make predictions
with predictions, about the findings of about the findings of
suggesting possible their inquiry their inquiry
reasons for findings • Compare data with • Compare data with
predictions and predictions and
develop explanations develop explanations
for results for results
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Lesson 5: Handout 5.3: My Health App
Applied Design, Skills, Applied Design, Skills, and Applied Design, Skills, and Applied Design, Skills, and
and Technologies: Technologies: Technologies: Technologies:
• Identify a design • Identify a design issue • Identify a design issue • Identify a design issue
issue • Identify key features • Identify key features • Identify key features
• Identify key features or user requirements or potential users and or potential users and
or user • Identify the main their requirements their requirements
requirements objective for design • Generate potential • Generate potential
• Identify the main and any constraints ideas ideas
objective for design • Generate potential • Decide on how and • Decide on how and
and any constraints ideas with whom to share with whom to share
• Generate potential • Decide on how and their product their product
ideas with whom to share • Identify how their • Identify how their
• Decide on how and their product product contributes product contributes
with whom to share • Identify how their to the individual, to the individual,
their product product contributes family, community, family, community,
Arts Education: to the individual, and/or environment and/or environment
• Create artistic works family, community, Arts Education: Arts Education:
collaboratively and and/or environment • Create artistic works • Create artistic works
as an individual Arts Education: collaboratively and as collaboratively and as
using ideas inspired • Create artistic works an individual using an individual using
by imagination, collaboratively and as ideas inspired by ideas inspired by
inquiry, an individual using imagination, inquiry, imagination, inquiry,
experimentation, ideas inspired by experimentation, and experimentation, and
and purposeful play imagination, inquiry, purposeful play purposeful play
• Express feelings, experimentation, and • Express feelings, • Express feelings,
ideas, and purposeful play ideas, and ideas, and
experiences in • Express feelings, experiences through experiences through
creative ways ideas, and the arts the arts
experiences through
the arts
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Think-Jot-Share - Tech and Me

Which of the following best describes how you feel about computers and
technology?
1) Technophobe: I dislike and avoid using computers and other

technologies.
2) Newbie: I often need help when using technology, and don’t use it very
much.
3) Just about Average: Computers and other technologies are part of my

life at school and home.
4) Super Techy: I love technology. Computers and other information and

communication technologies are a major part of my life. I often help
others with technology.
5) I am Robot: I am consistently using technology. I know how to do things

like make a website.
What technologies do you use during an average day?
What is your favorite tech activity?

How does your technology use impact your health?
Can you use technology more effectively to improve your health?
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Stump the Adult - Test your Tech Savvy
Part A: Circle the answer that BEST describes how you feel about technology. I consider myself a:
1) Technophobe: I dislike and avoid using computers and other technologies.
2) Newbie: I often need help when using technology, and don’t use it very much.
3) Just about Average: Computers and other technologies are part of my life at school and home.
4) Super Techy: I love technology. Computers and other information and communication
technologies are a major part of my life. I often help others with technology.
5) I am Robot: I am consistently using technology. I know how to do things like make a website.
Part B: For the following, check the answer that is most true of you.
Total your score by giving yourself the Never heard I think I I know I’ve used it I use this
number of points noted for each of it. I have may have what this a few all the
response e.g., (1) no idea heard of is but I’ve times. (4) time. (5)
what this is. it. Sounds never used
(1) familiar. it. (3)
(2)
Part C: What do the following mean? Spell them out in the space provided:
e.g., LOL
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Are the results the same or different from what you expected?
In what ways?
How does this change your understanding of your own and others’
tech abilities?
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My Health App
What health problem or
topic is my app for?
What is it called?
What does it do? What

do you do with it?
What kind of features

does it have?
What does it look like?
Draw your ideas in the

screens….
Who will use it? Who is

it for?
How will it help people
be healthier?
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Are you Web Aware? How about the Adults in your Life?
Source: http://mediasmarts.ca/tipsheet/are-you-web-aware-checklist-kids-ages-9-12
When you are at home, take this student quiz and have a parent fill out
the parent quiz. Discuss and compare your answers with each other.
STUDENT QUIZ YES NO
I ask my parents’ permission before giving out any personal information
on the Internet, including: my gender, name, phone number, address,
email, school name, my parents’ work address/telephone numbers, credit
card information, my picture, and my passwords.
I only use websites for kids that my parents have checked out for me.
When I’m online I always use a nickname that doesn’t reveal anything
about me – including if I am a boy or girl.
If an online message makes me feel uncomfortable or frightened, I don’t

respond to it. Instead, I tell an adult right away.
If I want to arrange a meeting with someone I’ve met on the Internet, I

tell my parents first and make sure one of them comes with me.
I treat people nicely when I’m online and never post or send rude
messages or threats.
I always ask permission from the author before taking words, pictures or
sounds from a website.
I use websites and search engines for kids that my parents, teacher or
librarian have told me about.
I know that things I read online aren’t always true so I check the
information with a parent or teacher.
I always check with an adult before opening emails from strangers.
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Source: http://mediasmarts.ca/tipsheet/are-you-web-aware-checklist-parents
ADULT QUIZ YES NO
Are you involved in your kids’ online activities? Do you know what they
are doing and who they are talking to when they are on the Internet?
Does your family have a set of rules or an agreement for appropriate

Internet use?
Do your kids know to ask permission before submitting any personal

information online? This includes: when using email, social networking
sites or instant messaging, filling out registration forms and personal
profiles, and entering online contests.
Do you try to not be too critical of your kids’ activities on the Net and use
their Internet experiences as an opportunity to discuss inappropriate
content, trust and responsibility?
Do you make Internet use a family activity by guiding your kids to good
sites and teaching them how to do safe and effective searches?
Have you taught your kids not to believe everything they read online and
to check online information with an adult or with another source?
If your child accesses the Internet from school or your local library, are
you familiar with their acceptable use policies?
Do you look at the privacy policies on websites? What kind of personal

information is gathered? Could it be sold to another party?
Have you reassured your kids that you won’t “freak out”, overreact, or
cut off their internet access if they come to you with a problem?
If your kids are on a social networking site, have you talked to them about
making careful choices before posting?
Have you talked to your kids about responsible online behaviour? Do they
understand that stealing from websites, downloading pirated software,
making online threats and hacking are illegal activities?
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What are some ways you could use the internet more safely
or more effectively?
Try one of these strategies and report back with your

experiences.
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Lesson 6 - Discussion and Learning Assessment &
Spotlight on Science Literacy
Wrap Up Workshop!
This lesson is designed for participants to reflect on what they have learned about digital health
literacy, assess their learning and the learning tools. It is also an opportunity for participants to
engage in and learn about how individual perspectives and experiences contribute to the
creation of knowledge through participating in a mock evaluation of their experiences with the
Learning for Life content.
1. Reflect on their learning about digital health literacy
2. Participate in a mock evaluation to express their experiences engaging with the Learning for Life
content and activities
3. Understand how research findings contribute to knowledge
4. Provide a critical review, share ideas and formulate recommendations
5. Celebrate their individual achievement and collaborative effort
• Classroom or multi-purpose room
Materials
• LCD projector, laptop, screen

• Surveys (optional)
• Focus group questions (optional)
• iClicker polling questions
• Certificate
Lesson Flow
1. Wrap-up Discussion
Have a discussion with the students about what they have learned about digital health and digital
health literacy across all the lessons and activities.
a) Ask students to define digital health and digital health literacy.
b) Ask students how their understanding of how health and technology are related has
changed
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c) Have students respond to exit poll iClicker questions “Test your Digital Health Smarts” (see
Handout 1.2). Compare the responses to those from the opening session (see bar graph
example below and provided in slide set).
2. Research Lingo Decoded
Purpose: to help student classify different types of data and plan how to design experiments
and collect the data.
• Introduce the concepts of “quantitative” (i.e., numbers, things that can be counted) and
“qualitative” (qualities or ideas that cannot be counted) that can be gathered through
research tools like surveys and interviews or group discussions (see Handout 6.1)
• The following “Pizza Research” example may be used to illustrate.
Example: Collecting quantitative data with a survey:
I Do Not I’m Not I Agree I Strongly

Put a in the box that best describes you. Agree Sure Agree!
I like pizza.
Example: Collecting qualitative data with a focus group:
Why do you like pizza? Describe your reasons.
How does pizza make you feel? Explain.
3. Exit Poll
• Have students respond to exit poll iClicker questions “Test your Digital Health Smarts” (see
Handout 1.2). Compare the responses to those from the opening session (see bar graph
example below and provided in slide set).
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4. Presentation of certificates (see Page 73 of this Toolkit for certificate template).

Your Voice Counts in Research - Mock Evaluation Activity
Purpose: Describe how individual perspectives and experiences contribute to the creation of
knowledge, and that structured methods are used to collect information accurately.
• It is important that experts who develop educational programs listen to what people your age
have to say.
• Just like in a science experiment, it is important to follow a method to make sure researchers
properly analyse your answers, so that the information is accurate
• Refer to “Research Lingo Decoded” activity and the examples of quantitative and qualitative
data collection (Pizza Research Study)
a) Survey
o Introduce the survey (see Handout 6.2). This is the type of survey that researchers
use to collect data, and provides quantitative data
o Emphasize there are no right or wrong answers - just their answers!
b) Focus Group Discussion

o A focus group is a way of collecting information about peoples’ ideas and
experiences in a group discussion. Answers are typically recorded so that the
researcher can accurately capture all of the information.
o Introduce the focus group questions (Handout 6.3). A focus group is used to collect
qualitative data.
o Use/select from the questions in Handout 6.3 and conduct a focus group discussion
with your students
• An idea for an additional extension activity is to produce and discuss summaries of the survey
and focus group responses (e.g., pie charts showing breakdown of select survey responses, or
themes that came out of the focus group discussion).
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Lesson 6: Handout 6.1: Research Lingo Decoded

• Sort and classify • With support, plan • With support, plan • Collaboratively plan a
data and appropriate appropriate range of investigation
information using investigations to investigations to types, including field
drawings or answer their answer their work and
provided tables questions or solve questions or solve experiments, to
• Suggest ways to problems they have problems they have answer their
plan and conduct an identified identified questions or solve
inquiry to find problems they have
answers to their identified
questions
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Research Lingo Decoded

Data is another word for information!
Data can be collected by surveys, interviewing people, having a focus group discussion, making
observations, recording with video or photographs, and many other ways.
Quantitative data is information about quantities - information that can be measured and written down
with numbers. Examples of quantitative data are your height, the number of hours you sleep each night,
and the number of students who liked the online comic book.
Qualitative data is Information about qualities or ideas - information that cannot be easily measured or
cannot be measured at all. Examples of qualitative data are the way you feel when you wake up after a
good sleep, the colour of your eyes, and what parents think about homework.
What kind of data would each of these research questions give you - qualitative or quantitative? How
might you collect the information for each?
Research Question What type of data is it? How would you collect the
Check one data?
Do kids who get more exercise fall asleep earlier? Quantitative
Qualitative
How often do teachers sleep through their alarms in Quantitative
the morning? Qualitative
What is it like taking a test when you are stressed Quantitative

out? Qualitative
How do parents react when their kids do not go to Quantitative

bed on time? Qualitative
Does studying improve students’ grades? Quantitative

Qualitative
What ideas do you have to improve the online comic Quantitative
book? Qualitative
What was it like to go to school before there were Quantitative

computers? Qualitative
Your own idea? Quantitative

Qualitative
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Survey - Mock Evaluation

Mock Evaluation: In this activity, you are sharing your ideas to help make school activities like
the ones about digital health more interesting for people your age. It’s important to have your
say! Remember: A survey provides quantitative data.
I Do Not I’m Not Sure I Agree I Strongly

Agree Agree!
Put a in the box that best describes what you think
about what you learned in class.
TEST QUESTION: I like pizza.
The information I learned in class made sense to me.
I had fun learning about digital health in class.
I learned some new things from my teacher about

digital health and finding health information online.
I told my parents or other family members about some

of the things I learned in class about digital health.
I used the online comic book with my parents or other

family members.
I would use the online comic book to learn by myself,

even if I wasn’t asked to by my teacher.
I had fun using the online comic book.
I learned some new things by using the online comic

book that I did not know before.
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Focus Group Discussion Questions

Mock Evaluation: In this activity, you are sharing your ideas to help make school activities like
the ones about digital health more interesting for people your age. It’s important to have your
say! Remember: A focus group discussion provides qualitative data.
1. Did the information about digital health you learned in this project make sense to you?
What parts were confusing? What parts were useful?
2. Was the information interesting? Why or why not?
3. What did you like about the online comic-book? What did you dislike? How could the online
comic book be made better?
4. Did you learn anything new by using the online comic book?
5. The online comic was about sleep. What other topics could the online comic book talk
about?
6. Were you surprised by anything you learned, either in school or through the online comic
book?
7. Has what you’ve learned about changed what you think or do? About sleep? About how to
find information on the internet? About what information to trust? Anything else?
8. Is there anything else you would like to say or any other ideas that you didn’t get a chance
to talk about?
Thank you for sharing your ideas!
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Resource List
Websites for Teachers and Parents:
http://www.heretohelp.bc.ca/wellness-module/wellness-module-6-getting-a-good-nights-sleep
This webpage provides useful tips for improving sleep hygiene that may be adapted for a younger
audience.
http://digem.med.ubc.ca/2015/07/14/what-is-ehealth-2/
What is eHealth? This animated video introduces the concept of eHealth in BC. This is a good resource
for teachers and parents to understand the eHealth landscape.
http://www.discern.org.uk/discern_instrument.php
For teachers and parents, a tool for evaluating online consumer health information.
Websites for Students:
http://mediasmarts.ca/
This Canadian organization is dedicated to improving media literacy for children and youth. They provide
a variety of resources for children, parents, and teachers to increase digital media literacy in various
forms, and to educate children on various digital media topics, such as cyberbullying, online gambling,
etc.
http://www.pathwaysrtc.pdx.edu/eHealthCurriculum/curriculumIntro
This tool helps the user effectively search for mental health information online, and evaluate the
accuracy and integrity of online information.
can impact overall health and wellness.
Apps:
Sleep Better − Smart Alarm Clock & Sleeping Tracker App

https://itunes.apple.com/ca/app/sleep-better-smart-alarm-clock/id922541792?mt=8
This app is designed for adults but may be useful for students. It allows the user to track sleep habits,
record dreams, and improve bedtime habits. It creates mindfulness about the importance of sleep
hygiene and helps the user improve his/her quality of sleep.
LiVe
https://www.commonsensemedia.org/app-reviews/live#
This fitness and nutrition app for tweens and teens encourages them to set and achieve realistic goals
that will help improve wellness and will contribute to positive attitudes about food and body image.
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YouTube resources:
European Association for Viewers’ Interests: A Journey to Media Literacy

https://www.youtube.com/watch?v=CmY_H5DjSEM&feature=iv&src_vid=iQT8feMen78&annotation_id
=annotation_185120
This video is designed for a European audience, but translates well to the Canadian context. It follows a
boy named Jack as he learns about the various aspects of media literacy. While this video is appropriate
for students, it is best viewed during class as there are some terms and ideas that will likely initiate
discussion and will require further explanation.
Ruff Ruffman: Humble Media Genius

http://pbskids.org/fetch/ruff/
This web series created by PBS teaches kids about being media smart and includes videos on limiting
screen time and how search engines work.
Media Minute
https://www.youtube.com/playlist?list=PLd8jafskrf4EP1qx3rqgc-4UZ9ouIF4Df
This 6-part video series provides information on how media is created and builds media literacy in
students through education and reflective activities.
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Online Comic Book – Plot Summary & Themes
This document outlines the highlights of the story as well as some of its thematic motifs.
Synopsis: Ellen is a young girl in elementary school, who is pressured with maintaining a high academic
performance while also managing her extracurricular and social life. Interact with the online comic book
here: http://digem.med.ubc.ca/projects/ubclearningforlife/
1) Key plot points:

• Night before the test
o Cram studying, go to bed early, or browse YouTube?
• Test day at school
• Meeting Patoo at recess
o Help him or not?
• Soccer practice
o Ellen gets angry!
• Homework
o Focus on finishing work, or multitask (text Tom)?
o Find time to do Patoo’s mission?
• Patoo’s mission
• Going to bed
o Text Tom for hours, get insomnia
• Next morning
o Fight with Cathy!
• School
o Forgot to pack homework the night before
• Reconcile with Cathy
2) Overall outcomes:
Good sleep:
• Stay calm and focused during test
• Get less stressed in difficult situations (less likely to get angry)
Bad sleep:
• Feel sleepy on the way to school
• Panic during test
• Make snappy comments to friends/classmates
o Get angry at soccer coach, Pippy, and Cathy
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3) Other themes / ideas:
• Staying calm during difficult times
• Time management
o Balancing extracurricular activities with school life
Ex 1. Multitasking phone use with homework
Ex 2. Overwhelming amount of activities to do all in one day
(hang out with friends, do sports, homework & eat dinner all before
bed)
• Internal vs. external pressures
o How much work is too much? Pressure to get high grades?
o How much should I socialize?
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Connections to the BC Curriculum – Summary by
Activity
Lesson 1: Handout 1.2: Test your Digital Health Smarts

Mathematics: Mathematics: Mathematics: Mathematics:
• Describe, create, and • Describe, create, and • Use tools or • Use tools or
interpret relationships interpret relationships technology to explore technology to explore
through concrete, through concrete, and create patterns and create patterns
pictorial, and symbolic pictorial, and symbolic and relationships, and and relationships, and
representations representations test conjectures test conjectures
• Use technology • Use technology • Develop • Develop
appropriately to appropriately to mathematical mathematical
explore mathematics, explore mathematics, understanding understanding
solve problems, solve problems, through concrete, through concrete,
record, communicate, record, communicate, pictorial, and symbolic pictorial, and symbolic
and represent and represent representations representations
thinking (iClickers) thinking (iClickers) • Use technology • Use technology
Science: Science: appropriately to appropriately to
• Use tables, simple bar • Construct and use a record, communicate, record, communicate,
graphs, or other variety of methods, and represent and represent
formats to represent including tables, thinking thinking
data and show simple graphs, and digital Science:
patterns and trends technologies, as • Construct and use a
appropriate, to variety of methods,
represent patterns or including tables,
relationships in data graphs, and digital
technologies, as
appropriate, to
represent patterns or
relationships in data
Exit Poll Activity Math Core Competency: Gr 7: Science Core Competency: Gr. 5-7: Identify
Communicate ideas, findings, and questions to answer or problems to solve
solutions to problems, using scientific through scientific inquiry
language, representations, and digital
technologies as appropriate
Lesson 2: Handout 2.2: Sleep Research Interview
• Collect simple data • With support, plan • With support, plan • Observe, measure,
appropriate appropriate and record data
investigations to investigations to (qualitative and
answer their answer their quantitative), using
questions or solve questions or solve equipment, including
problems they have problems they have digital technologies,
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identified (if online identified (if online with accuracy
exploration questions exploration questions appropriate to the
added) added) task
• Observe, measure, • Observe, measure,
and record data, using and record data, using
appropriate tools, appropriate tools,
including digital including digital
technologies technologies
Lesson 2: Handout 2.4: My Own Health Adventure Comic
Arts Education: Arts Education: Arts Education: Arts Education:
• Create artistic works • Create artistic works • Create artistic works • Create artistic works
collaboratively and as collaboratively and as collaboratively and as collaboratively and as
an individual using an individual using an individual using an individual using
ideas inspired by ideas inspired by ideas inspired by ideas inspired by
imagination, inquiry, imagination, inquiry, imagination, inquiry, imagination, inquiry,
experimentation, and experimentation, and experimentation, and experimentation, and
purposeful play purposeful play purposeful play purposeful play
Lesson 2: Handout 2.5: Sleep Tracker - My Sleep Journal
• Identify and describe • Analyze and describe • Describe the impacts • Identify factors that
factors that influence the connections of personal choices on influence healthy
healthy choices between eating, health and well-being choices and explain
• Identify and apply physical activity, and • Identify, apply, and their potential health
strategies for pursuing mental well-being reflect on strategies effects
personal healthy- • Describe the impacts used to pursue • Identify and apply
living goals of personal choices on personal healthy- strategies to pursue
Science: health and well-being living goals personal healthy-
• Collect simple data • Identify, apply, and Science: living goals
• Make simple reflect on strategies • Observe, measure, Science:
inferences based on used to pursue and record data, using • Observe, measure,
their results and prior personal healthy- appropriate tools, and record data
knowledge living goals including digital (qualitative and
Science: technologies quantitative), using
• Observe, measure, • Identify patterns and equipment, including
and record data, using connections in data digital technologies,
appropriate tools, • Contribute to care for with accuracy
including digital self, others, and appropriate to the
technologies community through task
• Identify patterns and personal or • Seek patterns and
connections in data collaborative connections in data
approaches from their own
investigations and
secondary sources
• Use scientific
understanding to
identify relationships
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and draw conclusions
• Contribute to care for
self, others, and
community through
personal or
collaborative
approaches
Lesson 3: Handout 3.1: Design an Ad – Health Haiku
English Language Arts: English Language Arts: English Language Arts: English Language Arts:
• Use writing and • Use writing and • Use writing and • Use writing and
design processes to design processes to design processes to design processes to
plan, develop, and plan, develop, and plan, develop, and plan, develop, and
create texts for a create texts for a create engaging and create engaging and
variety of purposes variety of purposes meaningful literary meaningful literary
and audiences and audiences and informational and informational
• Use language in • Use language in texts for a variety of texts for a variety of
creative and playful creative and playful purposes and purposes and
ways to develop style ways to develop style audiences audiences
• Use an increasing • Use an increasing
repertoire of repertoire of
conventions of English conventions of English
spelling, grammar, spelling, grammar,
and punctuation and punctuation
Lesson 3: Handout 3.2: Share in Pairs – No More Media
• Make predictions • Demonstrate an • Demonstrate an • Generate and
based on prior openness to new openness to new introduce new or
knowledge ideas and ideas and refined ideas when
• Make observations consideration of consideration of problem solving
about living and non- alternatives alternatives
living things in the • Generate and • Generate and
local environment introduce new or introduce new or
• Generate and refined ideas when refined ideas when
introduce new or problem solving problem solving
refined ideas when
problem solving
Lesson 3: Handout 3.3: Media Researcher
• Observe objects and • Make observations in • Make observations in • Observe, measure,
events in familiar familiar or unfamiliar familiar or unfamiliar and record data
contexts contexts contexts (qualitative and
• Collect simple data • Observe, measure, • Observe, measure, quantitative), using
• Sort and classify data and record data, using and record data, using equipment, including
and information using appropriate tools, appropriate tools, digital technologies,
drawings or provided including digital including digital with accuracy
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tables technologies technologies appropriate to the
• Express and reflect on • Express and reflect on • Express and reflect on task
personal or shared personal, shared, or personal, shared, or • Express and reflect on
experiences of place others’ experiences of others’ experiences of a variety of
(if further thinking place place experiences and
questions added) perspectives of place
Lesson 4: Handout 4.1: Think-Jot-Share – the Credible Hulk
Science: Social Studies: Social Studies: Science:
• Suggest ways to plan • Ask questions, • Ask questions, • Exercise a healthy,
and conduct an corroborate corroborate informed scepticism
inquiry to find inferences, and draw inferences, and draw and use scientific
answers to their conclusions about the conclusions about the knowledge and
questions content and origins of content and origins of findings for their own
Social Studies: a variety of sources, a variety of sources, investigations to
• Ask questions, including mass media including mass media evaluate claims in
corroborate secondary sources
inferences, and draw Social Studies:
conclusions about the • Assess the credibility
content and origins of of multiple sources
different sources and the adequacy of
evidence used to
justify conclusions
Lesson 4: Handout 4.2: Info Detectives – Website Analysis
Social Studies: Social Studies: Social Studies: Social Studies:
• Ask questions, • Ask questions, • Ask questions, • Assess the credibility
corroborate corroborate corroborate of multiple sources
inferences, and draw inferences, and draw inferences, and draw and the adequacy of
conclusions about the conclusions about the conclusions about the evidence used to
content and origins of content and origins of content and origins of justify conclusions
different sources a variety of sources, a variety of sources, Science:
including mass media including mass media • Exercise a healthy,
informed scepticism
and use scientific
knowledge and
findings for their own
investigations to
evaluate claims in
secondary sources
Lesson 4: Handout 4.3: Info Detectives – Case Study
• Identify and apply • Identify, apply, and • Identify, apply, and • Identify and apply
strategies for pursuing reflect on strategies reflect on strategies strategies to pursue
personal healthy- used to pursue used to pursue personal healthy-
living goals personal healthy- personal healthy- living goals
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70 | L 4 L T o o l k i t
living goals living goals
• Analyze health
messages and
possible intentions to
influence behaviour
Facebook Face Off Science Core Competency:
Activity Gr. 7: Exercise a healthy, informed skepticism and use scientific knowledge and
findings for their own investigations to evaluate claims in secondary sources
Lesson 5: Handout 5.1: Think-Jot-Share – Tech and Me
• Identify and describe • Describe the impacts • Describe the impacts • Identify factors that
factors that influence of personal choices on of personal choices on influence healthy
healthy choices health and well-being health and well-being choices and explain
• Identify and apply • Identify, apply, and • Identify, apply, and their potential health
strategies for pursuing reflect on strategies reflect on strategies effects
personal healthy- used to pursue used to pursue • Identify and apply
living goals personal healthy- personal healthy- strategies to pursue
living goals living goals personal healthy-
living goals
Lesson 5: Handout 5.2: Stump the Adult – Test your Tech Savvy
• Collect simple data • Identify questions to • Identify questions to • Make predictions
• Make predictions answer or problems answer or problems about the findings of
based on prior to solve through to solve through their inquiry
knowledge scientific inquiry scientific inquiry
• Compare results with • Make predictions • Make predictions
predictions, about the findings of about the findings of
suggesting possible their inquiry their inquiry
reasons for findings • Compare data with • Compare data with
predictions and predictions and
develop explanations develop explanations
for results for results
Lesson 5: Handout 5.3: My Health App
Applied Design, Skills, and Applied Design, Skills, and Applied Design, Skills, and Applied Design, Skills, and
Technologies: Technologies: Technologies: Technologies:
• Identify a design issue • Identify a design issue • Identify a design issue • Identify a design issue
• Identify key features • Identify key features • Identify key features • Identify key features
or user requirements or user requirements or potential users and or potential users and
• Identify the main • Identify the main their requirements their requirements
objective for design objective for design • Generate potential • Generate potential
and any constraints and any constraints ideas ideas
• Generate potential • Generate potential • Decide on how and • Decide on how and
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71 | L 4 L T o o l k i t
ideas ideas with whom to share with whom to share
• Decide on how and • Decide on how and their product their product
with whom to share with whom to share • Identify how their • Identify how their
their product their product product contributes product contributes
Arts Education: • Identify how their to the individual, to the individual,
• Create artistic works product contributes family, community, family, community,
collaboratively and as to the individual, and/or environment and/or environment
an individual using family, community, Arts Education: Arts Education:
ideas inspired by and/or environment • Create artistic works • Create artistic works
imagination, inquiry, Arts Education: collaboratively and as collaboratively and as
experimentation, and • Create artistic works an individual using an individual using
purposeful play collaboratively and as ideas inspired by ideas inspired by
• Express feelings, an individual using imagination, inquiry, imagination, inquiry,
ideas, and ideas inspired by experimentation, and experimentation, and
experiences in imagination, inquiry, purposeful play purposeful play
creative ways experimentation, and • Express feelings, • Express feelings,
purposeful play ideas, and ideas, and
• Express feelings, experiences through experiences through
ideas, and the arts the arts
experiences through
the arts
Lesson 6: Handout 6.1: Research Lingo Decoded
• Sort and classify data • With support, plan • With support, plan • Collaboratively plan a
and information using appropriate appropriate range of investigation
drawings or provided investigations to investigations to types, including field
tables answer their answer their work and
• Suggest ways to plan questions or solve questions or solve experiments, to
and conduct an problems they have problems they have answer their
inquiry to find identified identified questions or solve
answers to their problems they have
questions identified
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72 | L 4 L T o o l k i t
Certificate
|L4L Toolkit
73 | L 4 L T o o l k i t

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Learning for Life combines classroom instruction with online exploration to build digital

The work is licensed under Creative Commons Attribution-Non-Commercial-NoDerivs 2.5 Canada

Toolkit developed by: Helen Novak Lauscher, PhD

Welcome to Learning for Life – Digital Health Literacy

About Learning for Life

Purpose of the Toolkit

What’s in this Toolkit?

Advisory Committee and Acknowledgements

Kendall Ho UBC Faculty of Medicine, Committee Chair

Elizabeth Stacy UBC Faculty of Medicine, Project Coordinator

Steve Cairns BC School-Centred Mental Health Coalition, Village of

Michelle Cianfrone Health Promotion & Prevention, BC Children’s Hospital

Daniel Naiman Directorate of Agencies for School Health (DASH) BC

Sheila Rawnsley Simon Fraser University, Burnaby School District

Jeannette Kopak The Centre for Digital Media

Andrew Tugwell Health Promotion & Prevention, BC Children’s Hospital

Scott Beddall BC Ministry of Health

Dennis Tjernagel Davie Jones Elementary

• Post-it notes/small pieces of paper

Next, focus on designing the app:

What is Digital Health?

• Laptop, Projector, Screen, Internet Connection

iClicker Audience poll question:

d. Exit Poll and Assessment

iClicker Audience poll questions:

I am going to try something new because of what I learned today.

Resources and Sources

For Teachers and Parents:

What is eHealth? https://www.youtube.com/watch?v=H-l-Qg6PTlY This animated video introduces the

Online Comic Book – http://digem.med.ubc.ca/projects/ubclearningforlife/

Lesson 1: Handout 1.2: Test your Digital Health Smarts

Grumpy or tired? You be the judge!

Did Ellen’s experience make you understand more about yourself?

Test your Digital Health Smarts

2. I know where to find helpful information online.

4. I know how to use the health information I find online.

5. I am confident I can use what I learn online to help me stay healthy.

Online Comic Book Exploration

Put a in the box that best describes what you think.

I would use the online comic book to learn by myself, even if I

I learned some new things by using the online comic book

My idea for improving the online comic book:

My Own Sleep Adventure

• Worksheets from this lesson

1. Think-Jot-Share: You and Sleep (use Handout 2.1)

2. Sleep Research Interview (use Handout 2.2)

Other exit questions you might try are below:

4. Take Home Activity - “Sleep Tracker - My Sleep Journal” (Handout 2.5)

Extension Activities and Ideas

My Health Comic - Draw your own Health Adventure

Sleep Research Interview Part 2

Resources and Sources

Lesson 2: Handout 2.2: Sleep Research Interview

Think-Jot-Share – You and Sleep

Sleep Research Interview

I interviewed: _____________________ (name) who is ______ years old.

• What is your bedtime routine?

• What are some reasons you can’t go to sleep at night?

• What do you do when you cannot go to sleep?

• Go to this website http://kidshealth.org/kid/stay_healthy/body/not_tired.html#cat118

Exit Poll - Template

No, 5 Yes, 13 Not sure

My own Health Adventure - Comic

I interviewed: _______________ (name) who is years old.