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Technology Consumption vs. Technology Creation

By Jaime Fortin for Pinnguaq 120-180 minutes
Grades 4-6
English Language Arts,
Science and Technology
  • Technology and Society
  • Design
Tools & Languages

Key Coding Concepts

  • Sequences



The action or fact of having or using too much of something to excess.


Tech Creationism

Any type of technology that enables creative expression, such as music, art, coding, podcasts, augmented reality and app development.



A feeling of tiredness that has a gradual onset. Unlike weakness, fatigue can be alleviated by periods of rest. Fatigue can be caused by overconsumption of technology, or being indoors for too long.



Colloquially, to disconnect from technology.

Today, nearly everyone uses some sort of device, whether a laptop, tablet, cell phone or video game console. As great as these technologies are, it is important to take breaks to engage in other activities.

Learning Goals
This module aims to help youth understand that while technology is a great tool, it should not be consumed in excess. Students will begin to develop the necessary skills to be critical users of technology. Students will learn that it is acceptable and encouraged to use computers and technology for fun and learning, but it is also very important to consider what they are consuming and why.

Guiding Questions
How many hours a day do you use technology? What types of technology do you use? Why is it important to “unplug” and take breaks from our devices?

Curriculum Links
This module provides an opportunity to address curriculum expectations in Computer Studies, Health and Wellness, and Language Arts. Students will be introduced to problems that come with excessive technology consumption, and the concept of moderation in the use of technology. This lesson is geared to students in Grades 4 to 6.

This is a Canada Learning Code Week lesson plan! Once you’ve taught at least one of our lesson plans, share your impact with us:

  • Samples of various types of media (film, TV show, video game, YouTube videos etc.)
  • (Optional) Recording device (phone or handheld camera)

  • Sticky notes or small squares of paper
  • Pencils/Pens/Markers
  • 8” x 11” sheets of paper

Before the lesson…
  • Review lesson plan
  • Review key coding concepts and ensure you are confident describing them to your group
  • Build the lesson’s main project, ensuring you are comfortable with all steps
  • Locate and gather technology + optional materials


Host a conversation about what kids are watching. What are you watching (or listening to, playing, etc.)? Select a few examples of different forms of media (video game, TV, YouTube video) to screen with the students.


After watching the examples ask: Why are you watching this (for entertainment, to be informed, to educate)? Ask students guiding questions about the audio and visual elements of some of the pieces you screened (what is the narrative, how does the pacing and editing contribute to the story, who do you think this piece of media is intended for and how can you tell?).

Exercise: Write a Film Review

This exercise will encourage students to recall details of the film/TV show (or whatever form of media chosen) and consider the cinematic language it uses. After writing their reviews, students could share their work with the class to compare various perspectives. Presenting the reviews verbally also presents an opportunity for students to consider how they communicate their ideas and reflections on a topic. Tips for writing reviews: Share your honest opinions about the film, TV show or form of media the student chose. Provide a clear reason or an example explaining why you feel the way you do. Evaluate the technical aspects of the form of media: how did it look and sound? Evaluate the stories and profiles.

Work Session

Create a one-minute video that shares what your Canada looks like. Your This Is My Canada video can be shot on a camera phone or other commercial camera and must be no longer than one minute in length. The opening of your video should introduce the viewer to This Is My Canada and then proceed to give a tour of your community or school and how you perceive your Canada.


Have students sit in a circle or back at their desks, and hand each of them two sticky notes. After making their video consider… Why are you making this video? Who is this video for?

Learning Outcomes
  • I can identify the audience for specific media
  • I can objectively review content on the internet
  • I exercise my creativity, imagination and self-expression through creation of online media
  • I gained the desire to improve my digital literacy skills

Assessment Ideas

Have students write a reflection about how they may change their videos/presentations to reflect the audience viewing them. Assess the video/presentations and the reflections for the following:

  • Identifying audience for media
  • Creating an appropriate narrative
  • Ability to pace the story
  • Logical flow and cohesiveness of the story

Alternate Work Session

In the case where creating a video tour of your community or school isn’t possible, students could create a ‘draw my life’ style video with the same goal of describing their community or school from their point of view. Students can draw all scenes in advance and present their tours to the class. This can be done by recording a video using the paper scenes to tell a story while talking or by standing up and presenting their tour using the paper scenes.

Ask students about the benefits of creating content vs. simply consuming? Why should this be a priority? Encourage students to reflect on how they feel creating their This is my Canada video vs. watching others. How does this relate to digital fatigue?

For more lesson ideas, check out the Pinnguaq Learning Space.

Lesson created by Jaime Fortin for Pinnguaq.
See lesson on the Pinnguaq Learning Space.

Photo by CineDirektor FILMS from Pexels

Teach lessons that are tied to your existing curriculum!


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