Screen Time Balance

Overview

In this Health lesson, students learn to follow agreed rules for the healthy use of digital devices and explain how these rules support their body signals, health and wellbeing. The lesson focuses on screen time limits, balanced activities (active play and rest), and making healthy choices when devices feel “too much”.

Learning intentions

• Students will follow agreed rules for healthy use of digital devices.
• Students will identify rules that keep their bodies and minds healthy.
• Students will explain how screen time limits and taking breaks help wellbeing.

Success criteria

• I can name at least one rule for using digital devices in a healthy way.
• I can tell how my body might feel when I use devices too long (body signals).
• I can suggest a healthy choice (take a break, move, drink water, play outside, rest).
• I can describe how these choices help me stay healthy and happy.

Curriculum links

• PDHPE Stage 1: Responsible choices improve health and wellbeing — follow agreed rules for healthy use of digital devices and describe how these rules support health and wellbeing.
• PDHPE Stage 1: Identity, health and wellbeing — connect device use to feelings, body signals, health and wellbeing.
• Oral language and communication: use interpersonal conventions to share ideas and extend them during turn-and-talk.
• Vocabulary: use taught Tier 1 and school vocabulary such as screen time, digital devices, active, healthy, wellbeing, body signals, and rules.

Lesson structure (50 minutes)

1. 0–5 min · Hook (whole class). Teacher shows the healthy device rules slides and asks, “When is screen time fun, and when can it feel too much?” Students share quick ideas with a partner.

2. 5–12 min · Prior learning and intention. Teacher revisits what digital devices are used at home/school (phone, tablet, TV, computer) and writes examples on the board; then reads the learning intention and unpacks the success criteria using the healthy device rules slides. Students answer: “What rules do we follow at home or at school?” in a turn-and-talk, then share one rule.

3. 12–18 min · Check understanding. Teacher asks a cold-call question using the healthy device rules slides: “Why do you think these rules are in place and how do they support our health and wellbeing?” Students respond using sentence frames on the slide: “I think rules help because…”.

4. 18–25 min · Balance: screen time, active play and rest. Teacher explains that children need limited recreational screen time to protect growing bodies and developing brains, and emphasises balance: screen time plus active play and rest. Students mime “active play” (running/jumping) and “rest” (quiet breathing) while teacher links to healthy bodies and healthy minds.

5. 25–28 min · Agreement reminder. Teacher displays and works through the student declaration from the Student Acceptable Use of Technology Agreement (teacher-led, child-friendly prompts) using the healthy device rules slides. Students give a thumbs up for each rule to show commitment.

6. 28–38 min · Station rotation: fact sheets. Teacher places printed the healthy devices fact sheet notes worksheet on tables as a recording sheet, and displays three fact sheets (printed around room) for the rotation: “Be respectful online”, “Be responsible in my use of technology”, and “Stay safe online”. Students rotate in small groups (3 stations, about 3–4 minutes each), reading key points together and recording one important finding on the healthy devices fact sheet notes worksheet.

7. 38–42 min · Share and connect to wellbeing. Teacher brings class back and each group shares one key finding using a quick “one sentence” share prompt on the healthy device rules slides. Teacher connects findings to health and wellbeing: respectful/responsible choices help minds feel calm and safe, and safe choices prevent upsetting experiences.

8. 42–48 min · Scenario advice (whole class). Teacher introduces 3 short scenarios from the healthy device rules slides and works through them as a class. Students answer teacher questions using think-pair-share:

• Alex: eyes feel heavy, head fuzzy, sad after long videos—“What is Alex’s body trying to tell him?” and “What would help?”
• Jordan: restless/fidgety after inside all morning—“What signals?” and “What does Jordan need?”
• Sam: shoulders tense, snappy, forgot water—“What is happening?” and “What should Sam do in the hour before dinner?” Teacher records example healthy choices: take screen break, get water, move outside, rest, play with a trusted person.

9. 48–50 min · Exit reflection. Teacher asks students to complete a quick final check on the healthy devices fact sheet notes worksheet (or a half-page prompt): “One healthy rule I will follow is…” and “When my body feels [heavy/restless/tense], I will…” Teacher collects the healthy devices fact sheet notes worksheet.

Resources

• the healthy device rules slides
• the healthy devices fact sheet notes worksheet
• Printed fact sheets for the 3 stations: “Be respectful online”, “Be responsible in my use of technology”, “Stay safe online”
• Student Acceptable Use of Technology Agreement (teacher access/printed display copy)
• Whiteboard/markers
• Thumbs-up for quick checks
• Timer for station rotation

Assessment

• Formative: listen to turn-and-talk rules in Steps 2–3 (teacher observes for correct understanding).
• Formative: during scenario questions, note whether students link body signals to healthy choices (Step 8).
• Exit check: collect the healthy devices fact sheet notes worksheet for evidence of at least one healthy rule and one healthy action.

Differentiation

• Support: provide sentence starters on the board: “I think rules help because…”, “My body feels…”, “I can help by…”.
• Support: read fact-sheet key points aloud first at each station, then ask students to choose one finding together.
• Extension: challenge students to add a “why” statement: “This helps my brain/body because…”.
• EAL/SEN: allow pointing to pictures/icons on the healthy device rules slides and accept one-word or short phrase responses during scenario advice.