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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.4. Social Emotional Learning Skills, Healthy Relationships: Apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
While students participate in the “Blame Game” and in writing I-statements, they learn to develop effective communication skills to support conflict resolution - a skill needed to establish and maintain healthy relationships.(Achieved in the SET and GO activity)
Health and Physical Education
D.3. Healthy Living, Making Connections for Healthy Living: Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
During the “Blame Game”, students learn that failure to take ownership of their own actions affects their own and others wellbeing.  Students then experience how taking ownership of their behaviours helps to solve problems rather than worsen them.(Achieved in the SET activity)
Language - Oral Communication
1.2. Listening to Understand, Active Listening Strategies: Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups.
Students work in small groups or as a whole class to complete the three part I-statement framework. They will need to actively listen to what is shared by the student before them in order to respond appropriately. (Achieved in the GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (I-Statements)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Application
[A.1.4]
Applies limited skills that help them build relationships, develop empathy, and communicate with others in order to support healthy relationships.
Applies some skills that help them build relationships, develop empathy, and communicate with others in order to support healthy relationships.

E.g. Constructs an I-statement that follows the 3-part framework.

Applies considerable skills that help them build relationships, develop empathy, and communicate with others in order to support healthy relationships.

E.g. Constructs an effective I-statement that follows the 3-part framework.

Applies many skills that help them build relationships, develop empathy, and communicate with others in order to support healthy relationships.

E.g. Constructs a clear and concise I-statement that follows the 3-part framework.

Understanding
[D.3]

Demonstrates a limited understanding of blame and the importance of taking responsibility for actions
Demonstrates some understanding of blame and the importance of taking responsibility for actions

E.g. Contributes to the follow-up discussion by sharing simple responses to direct questions or prompts

Demonstrates considerable understanding of blame and the importance of taking responsibility for actions

E.g. Contributes to the follow-up discussion by noting what they observed during the game and suggesting conclusions

Demonstrates a thorough understanding of blame and the importance of taking responsibility for actions

E.g. Eagerly contributes to the follow-up discussion by drawing accurate conclusions and asking thought-provoking questions

Assessment of Language Learning Outcomes, Grade 6 (I-statements)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
(Oral)
[1.2]
Demonstrates limited active listening by responding to prompts in the I-statement framework with minimal effectiveness.
Demonstrates some active listening by responding to prompts in the I-statement framework with some effectiveness.

E.g. Shares a response to the statement shared by the previous student

Demonstrates active listening by responding appropriately to prompts in the I-statement framework with considerable effectiveness.

E.g. Shares an appropriate response to the statement shared by the previous student

Demonstrates active listening by responding appropriately and clearly to prompts in the I-statement framework with a high degree of effectiveness.

E.g. Shares an appropriate and relevant response to the statement shared by the previous student

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