Public Health

Overview

Thank you for agreeing to participate in the “Be Screen Smart” project. There are many benefits to using screens/digital devices; academically, professionally and recreationally.  However children & young people are spending too much time with screens.

It is important to assist children, young people and their families to find the right balance, fun and engaging alternatives to screen time, opportunities to explore their own ideas and creations, enjoy each other’s company and take pleasure in the world around them. By implementing the lesson plans within the classroom we hope to help pupils include more screen-free activities into their free time while cutting down on the time they spend on screen-based activities such as watching TV, surfing the internet and playing computer games or spending time on social media. 

By consulting with children on how to best balance their use of digital technology, we could help them turn digital technology into a tool for creative expression, participation, play or learning. Schools could teach children how to search for high-quality information and distinguish fake news through their mobile phones. In doing so, they will be training children to use technology purposefully while negotiating and overcoming its distracting elements. Learning how to stay focused on a task despite technological interference will likely be an important skill in the future.

During the lesson plans pupils will be given the opportunity to track their time spent on screen-based activities. They will then be challenged to reduce entertainment screen time and instead do fun screen-free activities. 

To reach the optimal results from the Be Screen Smart project your school could implement the following:

• As part of the Health & Wellbeing programme every year group could take part in the Be Screen Smart project together as a whole school approach. 
• Introduce the Be Screen Smart project via school assemblies or parent workshops. Invite parents to the assemblies/workshops to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement & parental support is crucial.
• Share Screen Time Family Tips PowerPoint presentation on school website and social media accounts.
• Send a text message or email to parents directing them to the school website for more information on the Be Screen Smart Project. Also ensure a letter for the Parent/Guardian & School Be Screen Smart Pledge is sent home.

As you embark on this module please note that an enthusiastic attitude will help pupils in their efforts to  reduce the time they spend on screens for entertainment. If the class teacher also takes part in the project and reduces his/her entertainment screen time and shares his/her attempt to reduce entertainment screen time with the class this will help in encouraging class pupils to do so too. Please also consider other ways your establishment can support this attempt. 

Thank you for your commitment to improving the health of young people in Glasgow.

Health Improvement Team

(This resource has been developed by the North West Health Improvement Team for Glasgow City)

How to deliver the lesson plans to pupils from P1 to P7

Three sessions need to be delivered over a period of 3 weeks (P1 to P7). Parental involvement is important and parents should be informed after session 2 through a letter about the Be Screen Smart project outlining how their child will be involved with the Be Screen Smart project and a Be Screen Smart School Pledge Card detailing information and tips for parents on how to support their child/ren. Please see below a summary breakdown of the sessions. The sessions are explained in detail over the pages.

SESSION 1 Introduction

In this session you will ask pupils to track the time they spend on screen-based activities before they know the overall goal of this project.

SESSION 2

This session provides pupils with an overview of the Be Screen Smart project. It also provides them with an opportunity to identify screen-free ways they would like to spend their free time while at home or in their neighbourhood which will prepare them to take part in screen-free activities. Parents will also be informed about the Be Screen Smart Project.

Session 3 In this session you will discuss with pupils their homework task and get feedback from them

BACKGROUND

This introduction session asks pupils to track the time they spend on entertainment screen‐based activities with their parents at home before they know the overall goal of the project.

Learning Intention

• To increase pupils understanding on how much time they spend on screens for entertainment.
• Track pupils screen‐based activities, such as watching TV, surfing the internet, and playing computer games over a period of time at home. 

Success Criteria

I can:

• Understand how much time I spend on screen time for entertainment
• Track my screen‐based activities, such as watching TV, surfing the internet, and playing computer games over a period of time at home.

TIME NEEDED

10 – 15 minutes

GETTING READY

• Screen Time Tracking Form and Example
• Review Frequently Asked Questions

Activity Steps with Pupils

1. Tell pupils you have got an exciting project for them over the next week and you are not going to give them the details of the project until later, but for now, they can begin the project by taking the tracking form on screen time for entertainment home & ask their parent/guardian to note the time they spend watching TV, surfing the internet, on social media and playing computer games (note to teacher: There is no need to provide further details on this project until you meet for Session 2).
2. Hand‐out the Screen Time Tracking Form and Example and discuss with pupils. Explain that you are asking them to track their screen‐based activities (involving the TV, computer games, surfing the internet, social media) on just three days at home with their parents. Two of those days will be on a weekday (Monday through Friday) and one of those days will be over the weekend (Saturday or Sunday). Tell pupils you would like them to fill the form out as they do a screen‐based activity. Inform the pupils they will not be judged on their hours of screen time. Note that it’s important to fill the tracking form out honestly. For younger pupils please send a note home in the homework jotter to parent/guardian requesting they help their child fill in the tracking form.
3. Go over the Tracking Form and Example with the class to show how to fill in the Daily Total Screen Time and the Average Daily Time Spent on Screen‐Based Activities (See Example). Ask pupils if they have any questions about their homework task.
4. Ask pupils to return their completed forms on the date you will meet for session 2.  Session 2, should be ideally scheduled 7 days after the introduction session 1 (please check the calendar before setting the date for Session 2 in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday or Sunday).
5. Make sure pupils take the blank tracking form & example home with them. Also send a copy of Frequently Asked Questions home to guide parent/guardian.
6. Over the next few days, remind the pupils to complete their Screen Time Tracking Form.

Send information below home

• Frequently asked questions for parent/guardian & pupils about how to fill in tracking form
• Screen Time Tracking Form
• Screen Time Tracking Example

BACKGROUND

On average young people in the United Kingdom spend the same amount of time on screen-based activities as they spend in school. This session provides pupils with an opportunity to identify screen-free ways they would like to spend their free time while at home or in their neighbourhood and become familiar with the screen time guidelines.

Learning Intention

Learner will:

Identify screen‐free activities and understand the purpose of the Be Screen Smart project. (P1 to P7)

Success Criteria

I can:

Understand the impact of having too much screen time and how this affects my health. (P1 to P7)
State what is screen time (P3 to P7)
Explain/identify the guidelines for entertainment screen time(P4 to P7)
Identify screen-free activities I like to do during my free time. (P1 to P7)

Links to Curriculum for Excellence

HWB 0-15a (p1) HWB 1-15a (P2,3,4) and HWB 2-15a (P5,6,7)
HWB 0-25a (P1) HWB 1-25a (P2,3,4) and HWB 2-25a (P5,6,7)

TIME NEEDED: (45 minutes)

Send information below home

Letter for Parent/Guardian
Be Screen Smart School Pledge

Circle Time – Teacher Led

Introduction:

Discuss with class the benefits of using screens for learning and connecting with family and friends. 

1. Collect screen time tracking forms.
2. Ask the question, “What do you like to do when you are not in school?”
3. Screen/non-screen sorting activity: Ask the pupils what is a screen and non-screen activity?
   • Teachers note – provide a sheet of pictures with screen/non-screen activities or use resources from classroom such as:  smart board, computer, iPad, mobile phones & toys, books, colouring sheets etc or take class outside and explore non-screen activities which the children enjoy doing.  Discuss with class their favourite activity.
4. Ask the pupils: “Who likes to watch T.V, spend time on the computer, use iPad or play computer games?” Make a chart of the results from question 4 (picture form, tally chart, bar chart etc incorporating math skills).
5. Ask the pupils: “What do you like to do when you are not in school & which does not involve T.V, computer, games or iPad?”  Non-screen activities example:  playing outside, going to the park, playing indoors, reading, drawing, riding bikes, playing with a ball etc spending time with family & friends without screens.
6. Make a chart of the results from question 5 (picture form, tally chart, bar chart etc incorporating math skills). Please note the chart should have the pupils name next to activity or the pupils photo.
7. Discuss what is good for health, for example: Exercise, physical activities, eating fruit and veg. 
8. Homework Task:  Do 1 or more activities during the week that does not involve a screen e.g. play outside, go to the park, play a board game, draw a picture, paint or something of your choice. Write down what you did & bring to class.

Circle Time – Teacher Led

Introduction:

Discuss with class the benefits of using screens for learning and connecting with family and friends. 

1. Collect screen time tracking forms.
2. Ask each pupil to list 3 activities they like to do after school which do not involve screens.
3. Pupils take part in a screen free activity either as a class indoor or outdoor. 
4. Class create a screen free book.  Pupils draw a picture of their favourite screen free activity and get them to write a brief description about the activity: why they like the screen free activity or take a photograph of each pupil doing their favourite non-screen activity with a brief description.  Teacher can put the book together and read to class.  Class can share/read to other pupils. 
5. Discuss what is good for health, for example:

• Exercise, physical activities, eating healthy
• Non-screen activities: playing outside, going to the park, playing indoors, reading, drawing, riding bikes, playing with a ball etc
• Spending time with family & friends without screens

1. Homework Task: Do 2 or more activities during the week which do not involve a screen e.g. play outside, go to the park, play a board game, draw a picture, paint or something else of your choice. Write down what you did & bring to class.

1. Collect screen time tracking forms.
2. Discuss what is screen time? Screen Time is time spent in front of screens.
3. Discuss with class the benefits of using screens for learning and connecting with family and friends.
4. Discuss what are screen-free activities. Write answers on a board.
5. Ask pupils to make a poster with screen-free activities which keep our minds & bodies healthy. Put posters up in the classroom & around the school.
6. Discuss with pupils why it’s important to NOT always be in front of screens.

• Not good for mind & body
• Can impact on: eye sight, physical & mental health, school work & homework.

Homework Task:

Do 3 or more activities during the week which do not involve a screen e.g. playing outside, going to the park, playing a board game, drawing a picture, painting or something else of your choice. Write down what you did & bring to class.

1. Collect the screen time tracking forms.
2. Discuss with class the benefits of using screens for learning and connecting with family and friends.
3. Discuss with the pupils why it’s important NOT to always be in front of screens for example:-

• Not good for mind & body
• Can impact on: eye sight, physical & mental health, school work & homework.

4. Introduce the guidelines for screen time.
5. Activity: ask pupils to write down activities that do not include screens and create their own board-game in groups which can be shared with the class. When developing the board-game pupils should create: game rules, how many players can play the game at one time, what resources are needed and provide instructions on how to play the game. Each group to share what is good about their game and what they can improve on. Divide the class into groups, ask each group to write down as many fun things as possible that don’t include TV, computer, tablet, smartphone, or games. Allow time for children to create a good game which does not involve screens.
6. Ask pupils to think about their favourite app, video or computer games & what makes the app fun?
7. Ask each pupil to draw a picture of them doing the most fun thing without a screen & put pictures up in the classroom.

Homework Task:

1. Do 3 or more activities during the week which do not involve a screen e.g. playing outside, going to the park, playing a board game, drawing a picture, painting or something else of your choice. Write down what you did & bring it to the class.

1. Collect the screen time tracking forms.
2. Discuss with pupils the benefits of technology and what they enjoy most when spending time on screens?
3. Introduce the screen time guidelines. Ask pupils if they were surprised with the amount of time they spend on screens & if they would reduce their daily screen time?
4. Ask pupils to list the benefits of spending less time on screens. Share with class.
5. Ask pupils why is it important to be physically active every day? What can they do to be more physically active?
6. Ask pupils to create a health leaflet which pupils can take home to share with family, this can be done in pairs or as groups.
7. Ask pupils what screen-free activities they can do with their family instead of watching TV?

Homework task: 

Tell pupils: “this week, whenever you’re about to turn on the TV, play a video game or grab your tablet or smartphone, STOP & take a ride on the Screen-Free Bus instead! I’m going to put the engine of the Screen-Free Bus on the wall to start us off, and I’ll give you passenger seating area sheets to take home. Every time you choose an activity at home that doesn’t use a screen (for example, reading, drawing, dancing, playing outside), just write down or draw a picture of the activity on the seating area, along with your name, and bring back to school. Let’s see how long we can make the Screen-Free Bus!”

1. Hand out passenger Bus sheet
2. Ask each pupil to choose the screen-free activity they identified in question 7 to do with their family instead of watching TV and ask family to try out the activity.  Pupil to write about the experience, what did they enjoy? Would they like to try out more screen-free activities with the family?

1. Collect screen time tracking forms.
2. Discuss the guidelines for screen time.
3. Ask pupils if they were surprised with the results from the tracking form & if they can reduce their daily screen time?
4. Explore the pros and cons of screen time. Get pupils to give answers and make a list on smart board.
5. Get pupils to develop posters which show the pros and cons of screen time and display in class and around the school.

Activity:

Tell pupils: “today we’re going to think of all the fun things you can do that don’t involve a TV, computer, tablet, or smartphone. So make a list of at least 10 screen-free activities that you like, or that you’d like to try, then find or draw pictures of those activities. Create a 1-page collage of your coolest screen-free activities – but don’t put your name on it. We’ll put all those collages in a pile, then everyone will get a turn to pick one out at random and we’ll try to guess whose collage it is.”

Homework:

• Ask pupils to put their screen-free collage on their refrigerators at home as a reminder, and to collect a list of a family member’s top 10 screen-free activities as homework.
• Ask pupils to keep a diary for up to a week and write a short story on the screen-free activities they did over the week on their own, with family & friends.

Spending too much time watching TV, playing video games, or using a computer, tablet, or smartphone can increase children’s chances of becoming overweight, decrease school performance, and interfere with relationships with friends and family. These activities will help pupils learn the importance of balancing screen time with screen-free activities.

Discussion Questions

Ask pupils:

1. Collect the screen time tracking forms.
2. Discuss with pupils the benefits of technology and what they enjoy most when spending time on screens?
3. Introduce the screen time guidelines. Ask pupils if they were surprised with the amount of time they spend on screens & if they would reduce their daily screen time?
4. How can spending too much time watching TV, playing video games, or using a computer, tablet, or smartphone affect your health?
5. Why is it important to be active, play sports, or just play with friends every day?
6. What are the current guidelines for screen time?
7. What are some of your favourite physical activities? List active things you can do inside and outside.
8. Children who spend lots of time in front of screens (TV, computer, mobile device, iPad, laptop) are more likely to be overweight. Do you think it’s important for grown-ups to follow this advice, too? What are some ways your family can be active together?

Activity:

How much time do you think you spend watching TV, playing video games, and using a computer, tablet, or smartphone in a week? Five hours? Ten? Forty? During this week, try to cut down on screen time and use that time to do other activities. Play outside, create a piece of art, practice a sport, or read a book. The possibilities are endless.

In pairs come up with a list of fun things to do.

Ask pupils to shout out their suggestions & write answers on a smart board. See how long you can make the list. Put the list up in class room.

Class quiz

True or false class quiz: This could be made into a PowerPoint.

1.True or false: Children who spend lots of time in front of TV, tablets, mobile phones and computer screens are more likely to be overweight.

2.True or false: Playing video games is a kind of exercise.

3. True or false: Swimming, basketball, hockey, and jogging are all examples of aerobic exercise.

4. True or false: Push-ups, sit-ups, and swinging across the monkey bars are all activities that build muscle strength.

5. True or false: Running around on the playground counts as exercise.

6. Too much screen time can interfere with: a) being physically active b) doing homework c) playing with friends d)   spending time with family e) all of the above

7. Exercise produces chemicals that can make you feel good. These chemicals are called: a) endorphins b) morphine c) bile d) white blood cells e) plasma

Quiz Answers

1. True or false: Children who spend lots of time in front of TV, video, and computer screens are more likely to be overweight.
2. True or false: Playing video games is a kind of exercise.
3. True or false: Swimming, basketball, hockey, and jogging are all examples of aerobic exercise.
4. True or false: Push-ups, sit-ups, and swinging across the monkey bars are all activities that build muscle strength.
5. True or false: Running around on the playground counts as exercise.
6. Too much screen time can interfere with: a) being physically active b) doing homework c) playing with friends d) spending time with family e) all of the above
7. Exercise produces chemicals that can make you feel good. These chemicals are called: a) endorphins b) morphine c) bile d) white blood cells e) plasma

Additional Activity

Pupils could also do a solo talk on screen time (incorporating literacy by talking and listening, sharing information they have learned or researched (as this is educational) all the risks physical, social or mental risks associated with screen time.

Homework:

Ask pupils to:

• Make copies of blank charts for each of your family members. Have a contest to see who has the least amount of screen time in a week. What were the most fun activities that didn’t involve a TV, computer, video game, tablet, or smartphone?
• Ask pupils to keep a diary for up to a week and write a short story on the screen free activities they did over the week on their own, with family & friends.

Background

Reiterate to pupils that technology should be used in moderation, with support and interaction from adults and with age appropriate activities. This session provides pupils with an opportunity to state screen-free ways they would like to spend their free time while at home.

Learning Intention

Learner will:

• Identify screen‐free activities which they enjoy at home and understand the purpose of maintaining a balance of different screen-free & play activities and reducing screen-based activities for entertainment. (P1 to P7)
• Understand the Be Screen Smart Steps to Success. (P1 to P7)

Success Criteria 

I can:

• Understand/state the importance of maintaining a balance of different screen-free & play activities and reducing screen-based activities for entertainment. (P1 to P7)
• Understand the Be Screen Smart Steps to Success. (P1 to P7)
• Explain/identify screen-free activities I like to do during my free time. (P1 to P7)

Links to Curriculum for Excellence

• HWB 0-15a (p1) HWB 1-15a (P2,3,4) and HWB 2-15a (P5,6,7)
• HWB 0-25a (P1) HWB 1-25a (P2,3,4) and HWB 2-25a (P5,6,7)

Class activity

• Pupils will now have had the chance to discuss screen-free activities in class and carried out tasks for homework relating to screen-free activities.  Ask each pupil to feed back to the rest of the class what task/s they completed for their homework and what they enjoyed the most.
• Explain to pupils it is important they take part in a balance of different screen-free & play activities e.g.  explorative play, active/energetic play, functional/manipulative/creative play, social play and pretend play.
• Remind pupils screens are good for learning and connecting with family & friends.
• Encourage pupils to keep up their screen-free activities that they enjoy and also to try out new screen-free activities their class peers enjoy too!
• Encourage pupils to support their parent/guardian implement the steps to success on the schools Be Screen Smart pledge card sent home after session 2. Go over the steps to success with class.

         “Our school would like your family to join us and help promote the following at home:

     Steps to success

1. Turn off TV & other electronic devices during mealtimes
2. Make sure media does not take the place of adequate sleep, physical activity and other behaviours essential to health
3. As a family, do activities together & have fun
4. Join a sports team, club or take up a hobby
5. Turn off all devices at night
6. Make all bedrooms tech-free zones: No TV, game consoles, tablets, smart phones & other portable devices.”

• Hand out Be Screen Smart Certificate!

Overview

Thank you for agreeing to participate in the module “Be Screen Smart”. There are many benefits to using screens/digital devices; academically, professionally and recreationally.  However children & young people are spending too much time with screens.

It is important to assist children, young people and their families to find the right balance, fun and engaging alternatives to screen time, opportunities to explore their own ideas and creations, enjoy each other’s company and take pleasure in the world around them. By implementing the lesson plans within the classroom we hope to help pupils include more screen-free activities into their free time while cutting down on the time they spend on screen-based activities such as watching TV, surfing the internet and playing computer games or spending time on social media. 

During the lesson plans pupils will be given the opportunity to track their time spent on screen-based activities. They will then be challenged to reduce entertainment screen time and instead do fun screen-free activities. 

To reach the optimal results from the Be Screen Smart project your school could implement the following: 

• Introduce the Be Screen Smart project via school assemblies or parent workshops. Invite parents to the assemblies/workshops to inform them that their child will be taking part in the Be Screen Smart project and that parental involvement & parental support is crucial.
• Share Screen Time Family Tips PowerPoint presentation on school website and social media accounts.
• Send a text message to parents directing them to the school website for more information on the Be Screen Smart Project. Also ensure a letter for the Parent/Guardian & School Be Screen Smart Pledge is sent home.

As you embark on this module please note that an enthusiastic attitude will help pupils in their efforts to  reduce the time they spend on screens for entertainment. If the class teacher also takes part in the project and reduces his/her entertainment screen time and shares his/her attempt to reduce entertainment screen time with the class this will help in encouraging class pupils to do so too. Please also consider other ways your establishment can support this attempt. 

Thank you for your commitment to improving the health of young people in Glasgow.

Health Improvement Team

(This resource has been developed by the North West Health Improvement Team for Glasgow City)

Five sessions consisting of 50 minutes need to be delivered over a period of 5 weeks. Parental involvement is important and parents/guardians should be informed after session 2 through a letter outlining the Be Screen Smart project and a Be Screen Smart Pledge Card detailing information and steps for success for parents/guardians on how to support pupils reduce screen time. Please see below a summary breakdown of the sessions.  The lesson plans are explained in detail in the next section.

SESSION 1 Introduction (Track Screen Time) Day 1

In this session you will ask pupils to track the time they spend on screen-based activities before they know the overall goal of this project.

SESSION 2 (Track Screen Time) *4–7 days later

This session provides pupils with an overview of the Be Screen Smart project. It also provides pupils with an opportunity to identify screen-free ways they would like to spend their free time while at home or with friends which will prepare them to go without using screens for recreational use for up to 3 days.

SESSION 3 (Total Screen-Free Challenge) *4–7 days after Session 2

This session provides pupils with a challenge to join millions of other people who have gone screen-free for up to a week and to do some of the screen-free activities they identified in Session 2.

SESSION 4 (2-Hour Daily Screen Time Max) *4–7 days after Session 3

Starting a new habit takes time and dedication. It’s often helpful to enlist the support of class mates. This session allows pupils to discuss their experiences during the screen-free challenge. Pupils will again be challenged to reduce their screen-based activities, but this time it’s with the goal of no more than 2 hours a day.

SESSION 5 (Wrap-Up & Celebration) *4–7 days after Session 4

This session provides pupils with a way to debrief from the Be Screen Smart project and to celebrate their efforts at reducing their screen time and increasing their screen-free activities.

*Please check the calendar before setting the next session in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday and Sunday. For example, if session 1 Introduction is presented on a Monday, the earliest you can hold Session 2 will be seven days later as this project asks pupils to track screen time on two weekdays and one Saturday or Sunday. This time span will allow pupils to track their screen time to include one weekend day.

Curriculum for Excellence Links

Improved health outcomes are linked to healthy lifestyle choices. Raising awareness levels and encouraging positive behaviours in all pupils is essential to improving health outcomes and reducing health inequalities. The Be Screen Smart project is in line with Curriculum for Excellence specifically in relation to health and wellbeing.

BACKGROUND

This introduction asks pupils to track the time they spend on screen-based activities before they know the overall goal of the project.

OBJECTIVES

Pupils Will:

• Track their screen-based activities, such as watching TV, surfing the internet, using iPad, using smart phone and playing computer games over a three-day period.

TIME NEEDED

20–30 minutes

GETTING READY

• Screen Time Tracking Form and Example

Review:

• Frequently Asked Questions

Activity Steps with Pupils

1. Tell the pupils that you have got an exciting project for them over the next few weeks. Tell them you are not going to give them the details of the project until later, but for now, they can begin the project by tracking their screen time, time they spend watching TV, surfing the internet, on social media and playing computer games. (Note to teacher: there is no need to provide further details on this project until you meet for Session 2).

2. Hand-out the Screen Time Tracking Form and Example. Review with pupils. Explain that you are asking them to track their screen-based activities (involving the TV, computer games, surfing the internet, social media, iPads, smart phones) on just three days. Two of those days will be on a weekday (Monday through Friday) and one of those days will be over the weekend (Saturday or Sunday).

3.  Explain that as they track their screen-based activities, they should round up to the nearest half hour (e.g., 1-1/2 hours. See example). Tell them you would like them to fill the form out as they do a screen-based activity and that they can make tally marks on the form to track their screen time. At the end of the day, pupils can add up their tally marks to come up with their totals. Inform pupils they will not be judged on their hours of screen time. Note that it’s important to fill the form out honestly.

4.  Go over the Tracking Form and Example with the class to show how to fill in the Daily Total Screen Time on Screen-Based Activities. Ask the pupils if they have any questions about their assignment.

5.  Ask the pupils to return their completed forms on the date you will meet for Session 2, ideally 4-7 days after the introduction session. (Please check the calendar before setting the date for Session 2 in order to allow enough time for young people to track their screen time on two weekdays and one Saturday or Sunday).

6. Over the next few days, remind the pupils to complete their Screen Time Tracking Form.

BACKGROUND

On average young people in the United Kingdom spend same amount of time on screen-based activities as they spend in school. This session provides pupils with an overview of the Be Screen Smart project.  It also provides them with an opportunity to identify screen-free ways they would like to spend their free time while at home or in their neighbourhood.

OBJECTIVES

Pupils Will:

• Identify screen-free activities they would like to do during their free time.
• Understand the purpose of the Be Screen Smart project.
• Discuss the impact too much screen time can have on health & academic performance.

TIME NEEDED

50-60 minutes

GETTING READY

• Letter for Parent/Guardian
• Be Screen Smart Pledge Card
• Facts & Figures for Youth

 Activity Steps with Pupils

1. Ask pupils, “How do you typically spend your free time? What do you do?” Have a volunteer record the activities on the flip chart. Note that there are no wrong answers.

2. Ask pupils, “If you didn’t have electronic games (e.g. Play Station, Nintendo Switch), computer, tablet, smart phone or TV, how would you like to spend your free time around home, with friends or in your neighbourhood?” Ask for a volunteer to record the ideas on the flip chart. (Keep this list as you will need it again during Session III.)

3.  Ask pupils, “Do you feel that you’re in school a lot? Did you know that the average Scottish youth spends roughly same amount of time in school and on screens for entertainment use?

4. Tell pupils that over the next few weeks, they are going to be involved in a project called Be Screen Smart! Explain that this project is basically about their free time and how they’d like to spend it. Add that during this project, they will explore how they spend their free time and be challenged to think of “screen-free” ways to spend their free time. Define “screen-free” activities as those that do not include the TV, computer, tablets, laptops, smart phones or computer games. Note that use of the computer for homework is OK!  

5. Ask pupils if they completed their Screen Time Tracking Form. If not, tell them they’ve got one more chance to do it. Tell the pupils to complete the form before you meet for Session III. (Please check the calendar before setting the date for Session III in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday or Sunday. You’ll need from four to seven days before scheduling Session III.) Share the date of your next session.

6. Split the class in to two groups with one preparing arguments for why too much screen time is good for a young person and their families, and the other group preparing arguments as to why too much screen time is not good for a young person and their families. Allow pupils to prepare for 15 minutes then debate for another 15 minutes. After the debate distribute the Facts & Figures for Youth hand-out. Ask for volunteers to read a few of the facts and then discuss the facts together as a group. Ask pupils to share what they have learned with their parent/guardian and to give their parent/guardian the Be Screen Smart letter & Be Screen Smart Pledge Card which needs to be signed and the tear of slip brought back to class for session III.

7. Break pupils into groups and ask them to use the Facts & Figures for Young People hand-out to write a commercial or advertisement for reducing screen time in order to make more free time to do other fun activities

BACKGROUND

This session provides pupils with a challenge to join millions of other people around the world who have gone screen-free for up to a week and to do some of the screen-free activities they identified in Session 2.

OBJECTIVES

Pupils Will:

• Try to do more screen-free activities.
• Engage in screen-free activities for one week and cut out entertainment screen-time during the week.

TIME NEEDED

• 50-60 minutes 

GETTING READY

•  Copies of Screen-Free Things to Do hand-out. 
•  Brainstorm ways to work around the challenges of going screen-free.

Have:

• Markers and a flip chart
• The list of ways the pupils said they would like to spend their free time from Session II. Optional: Make a copy of the list for pupils to take and use over the next week.

Activity Steps with Pupils

1. Ask pupils to think about the time they spend in front of a screen, like watching TV, surfing the internet, and playing computer games. Ask them why they typically do these activities? Ask for a volunteer to record on a flip chart their answers (e.g., bored, want background noise, interested in the activity, etc). Ask pupils when they typically do screen-based activities (before school, after school, at a friend’s house, etc). Note-it is important for young people to know when and why they do a behaviour in order to change it.
2. Ask pupils to pull out their completed Screen Time Tracking Form. If not many pupils have completed the forms, ask them to think back to yesterday and estimate how much time they spent in front of the TV, computer games or screens. Ask pupils to focus on the number of hours in front of the screen as opposed to discussing the shows watched.
3. Ask pupils if they were surprised at the amount of TV they watched and computer activities they did.
4. Ask pupils if they know what the guidelines for screen time are? Share the WHO and American Academy of Pediatrics guidelines on screen time. Ask pupils for possible reasons for this recommendation.
5. Note that you are challenging them to go screen-free (give up TV, computer- and screen-based activities) for one week. The only exception is if they need screens for homework assignments.  Inform pupils that they will go screen-free so they can do some of the activities they listed in Session 2. Pull out the flip chart list from Session 2 that highlights screen-free ways they would like to spend their free time. Review their ideas and the Screen-Free Things to Do hand-out. Have pupils select things to do instead of using the screen and list on the Screen-Free Things to Do hand out.
6. Ask pupils to imagine they are trying not to watch TV or spend time on tablets, smart phones or computer games. Ask them how they will do this in the following situations. For instance:

• “What if you come home from school after having a disagreement with your best friend and you just want a distraction? What are you going to do?” (Possible tips: Think of a distraction that is not screen-based like reading a book or magazine, writing your friend a letter, or listening to music and dancing.)
• Or, “what if you come home and your parents or brother or sister have the TV on, what are you going to do?” (Possible tips: Invite your parents or brother or sister to do something else with you like play a board game or a card game; go outside and ride a bike or play football.)
• Or, “imagine that you go home and you’re not watching TV or you’re not in front of the tablet, smart phone or computer screen. What would you be doing instead? What would make that happen more often?”

8. Break-up into teams and have each team make a list of screen-free activities they will do and ways to support each other during the challenge. Encourage teams to do some of the fun screen-free activities together.
9. Break-up into groups and ask the young people to design a leaflet on encouraging young people too spend less time on screens. What information and images would they have in a leaflet. Share with the rest of the class.
10. Together as a class explore ways your school could take up a whole school approach in encouraging screen-free activities in school. Ask the pupils to come up with arguments to present to the head teacher about why it is important that the school take part in adopting positive screen habits and encouraging screen-free activities within the school and home.
11. Over the next few days, remind pupils that the screen-free challenge is their chance to do some of the fun screen-free activities they would like to do.

Homework:

• Ask pupils to take a note of the screen-free activities they will do every day and how they felt after taking part in the activities.
• Ask pupils to also note at the end of the week how they felt by cutting out screens for entertainment for one week.  (Following week pupils can share their experiences with the class). 

BACKGROUND

Starting a new habit takes time and dedication. It’s often helpful to enlist the support of peers.  This session allows pupils to discuss their experiences during the screen-free challenge. Pupils will again be challenged to reduce their screen-based activities, but this time it’s with the goal of no more than 2 hours a day.

OBJECTIVES

Pupils Will:

• Share their experiences during the screen-free challenge.
• Discuss what screen-free activities they did.
• Try to reduce their screen-based activities to no more than 2 hours a day over the next few days.

TIME NEEDED

50-60 minutes 

GETTING READY

• Screen Time Tracking Form
• Screen-Free Things to Do

Activity Steps with Pupils

1. Ask pupils to discuss the positive effects of spending just a little bit of time in front of the screen (TV, computer games, smart phones, tablets) mention impact on sleep, weight, physical health, diet and family time, instead of a lot of time in front of the screen.
2. Ask pupils to describe their experiences during the screen-free challenge. Ask pupils to describe what types of screen-free activities they did during the screen-free challenge and what they thought of the activities. Tell pupils you applaud their efforts whether they were able to go totally screen-free or not.
3. Ask pupils whether they think it will be easier to do no more than 2 hours of screen time a day since they have already tried to go totally screen-free for at least three days. (Note: It’s helpful to the young people if facilitators are positive and encouraging about this challenge.) Tell the young people that over the next few days, you are challenging them to spend no more than 2 hours in front of a screen each day and to instead do some more fun screen-free activities. Review the Screen-Free Things to Do list.
4. Ask pupils to use the Screen Time Tracking Form to record their hours. Distribute new tracking forms. Encourage pupils to support each other in this latest challenge.
5. Please check the calendar before setting the date for Session IV in order to allow enough time for pupils to track their screen time on two weekdays and one Saturday or Sunday. You’ll need from four to seven days before scheduling Session IV. Share the date you will meet for Session IV.
6. Break pupils into groups and ask them to put together a real life drama of the impacts of too much screen time on either family or friends and then perform in front of the class.
7. Remind pupils of the challenge to spend no more than 2 hours in front of the screen and to complete their tracking forms.

BACKGROUND

This session provides young people with a way to debrief from the Be Screen Smart project and to celebrate their efforts at reducing their screen time and increasing their screen-free activities.

OBJECTIVES

Young People Will:

• Celebrate their efforts at cutting back on screen time activities.
• Discuss their overall experiences of participating in this project.

TIME NEEDED

50 – 60 minutes

GETTING READY

• Be Screen Smart Certificate

Activity Steps with pupils

1. Ask pupils to share with the rest of the class what they learned through these sessions and whether they plan to do anything differently with their free time from now on. Ask pupils if their life would be different, even better if they spent less time in front of the screen.
2. Have pupils play games and/or give a demonstration of the activities they did during the screen-free challenges (e.g., if they developed an advertisement, sketch, rap, etc., have them share it with the rest of the class).
3. Provide certificate of participation to all.
4. Ask pupils to make posters which highlight the importance of technology and the impact too much screen time can have on health and wellbeing. Option: Posters could be displayed in school.

…WHY?

Q: Why can’t we unplug for just one day?

1. Turning off the screens for more than 3 days helps participants realise that life without screens is not impossible and can be more fun. A week-long turnoff allows adequate time to explore a wide range of screen-free activities and to develop more productive and rewarding habits. A one-day turnoff is easier but doesn’t give people enough of a break from the noise to reassess the role screens plays in their lives.

Q: Are all screens bad?

• One purpose of the project is to leave behind judgments about the quality of programming and focus instead on creating, discovering, building, participating and doing. Regardless of the quality of media, there is no denying that, for most young people today, time spent with screens overwhelms all other leisure activities and that too much screen time is harmful.

Q: Technology is here to stay. Why not just accept it and move on?

• Screens are here to stay, but that doesn’t mean that our young people need to spend upwards of six hours each day in front of a screen. Our young people will be healthier and happier if they spend less time with television, computer games, smart phones, and tablets. We can help them do that, and participating in the Be Screen Smart project is an important start.

Q: Instead of taking screens away from young people, don’t we need to teach young people media literacy?

• It’s not either/or. In fact, Be Screen Smart Project is an essential part of media literacy. After all, rule one in media literacy is knowing when to turn it off. Young people (and adults) simply can’t be truly “media literate” without stepping back from screens. Those who are most efficiently media literate have a variety of interests and experiences that they can bring to bear in analyzing and interpreting what they see and hear. Instead of pretending that endless hours in front of a screen promote media literacy, giving young people the chance to play actively, develop relationships, and learn to evaluate options will help them become more well-rounded people, better educated citizens, more alert consumers, and be far more media literate.

…WHO?

Q: Are you Technophobic?

• Are you kidding? Not at all. We understand the value of screen technology for work, entertainment, education and organising. In fact, our work is made possible by our online network and activities. But we know that screens are way too widespread in all of our lives, that screen time is habituating, and that excessive screen time is harmful, particularly for children and young people. Childhood obesity, poor school performance and attention problems are all linked to too much screen time. Cutting out screen time for a week is a way of beginning to help wean young people (and ourselves) off dependence on screens for stimulation and soothing. It’s also a way to provide opportunities for engaging in the pleasures of the real world.

…HOW?

Q: Do I need to turn off even my cell phone? What about using screens for work or homework?

•  We’re absolutely not asking anyone to stop doing their job or their homework, or to stop talking on the phone. The goal of the Be Screen Smart project is to refrain from using screens for entertainment in order to enjoy the rest of the world. Screens are so interwoven in the fabric of our lives that sorting out what’s entertainment and what’s work or communication may be difficult. In fact, figuring out the role of screens in our lives is an important component of the Be Screen Smart project. But if talking, texting, or checking your work email is interfering with screen-free family time (including meals), then you may want to think carefully about how you’re using them.

What to Say When Parent’s Ask….

Q: My spouse won’t participate. Now what?

• Be Screen Smart project is meant to be fun. Encourage your spouse to give it a try, emphasise the short duration. Honestly, it is best if the Be Screen Smart project is a family activity. But if that’s not possible, encourage your spouse to respect the choices that you and your children are making by avoiding screen time in front of the children during the programme.

Q: I need some peace and quiet when I come home. How do I occupy the children while I fix dinner or do things around the house?

• Have children help with simple tasks, help with dinner or ask them to talk or read to you while you prepare dinner.

Q: Our neighbourhood is unsafe. Isn’t it better that young people sit in front of the screen at home rather than risk harm outside?

• It’s tragic that all children and young people do not have access to safe outdoor play areas. We should all be working to change that. Try joining with neighbours or a local community centre to develop safe outdoor activities for participating families. Meanwhile, there are lots of indoor activities that are fun, productive and screen-free. You can read, play board games, bake, do art projects and more.

Q: How can we best appeal to children & young people?

• Distribute materials on the environmental and social consequences of screens and have students debate opposing views. Use the lesson ideas to stimulate discussion on screen-time issues. Some teachers/youth leaders award extra credit to participating students who keep a journal and write about their experiences during the week. Contests and friendly competition can also motivate young people.