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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
A1.1. Social-Emotional Learning Skills, Identification and Management of Emotions: Apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to explore their own feelings and understand and respond to the feelings of others.
By completing the emotional intelligence charter, students become more aware of their emotions and the relationship between emotions and behaviours. They can use this knowledge to engage with class material in a way that is more conducive to learning and which supports their own, as well as others, wellbeing. Identifying behaviours that contribute to and get in the way of certain feelings, also gives students a tangible tool for recognizing the feelings of others.
(Achieved in GO activity)
Health and Physical Education
A1.2. Social-Emotional Learning Skills, Stress Management and Coping: Apply skills that help them to recognize sources of stress and to cope with challenges, including self-seeking behaviors as they participate in learning experiences in health and physical education, in order to support the development of personal resilience.
This lesson teaches students that it’s healthy to experience both positive and negative emotions and that, by giving themselves the permission to feel, students can more effectively move through their feelings and manage stress. Understanding the importance of feeling feelings also increases student's willingness and motivation to participate in subsequent emotional intelligence lessons that more specifically address emotional regulation and coping strategies. By creating the Emotional Intelligence Charter, students learn that it’s okay (and even necessary) to talk about feelings. This increases their likelihood of reaching out for support, and decreases their chances of turning to unhealthy, destructive coping strategies.
(Achieved in GO activity)
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 education, in order to support healthy relationships, a sense of belonging and respect for diversity.
In this lesson, students learn how recognizing, understanding, labelling, expressing, and regulating emotions is essential for the development of strong relationships and deep connections. Appreciating the power of emotions helps students cultivate a greater sense of empathy, which is an important catalyst of belonging, inclusivity and diversity. This classroom connectedness is further enhanced by each student giving themselves (and others) the permission to feel.
(Achieved in GO activity)
Language, Oral Communication
2.6. Speaking to Communicate: Identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communication, appropriately and with sensitivity towards cultural differences, to help convey their meaning.
In the Emotional Intelligence Charter, students identify verbal and non-verbal ways of expressing and communicating emotions.
(Achieved in GO activity)
Character Development
Not applicable.
This activity holistically supports student’s academic and life success through the development of emotional literacy and self-awareness. Students intentionally identify and explore which emotions contribute to the development of a respectful, caring, safe and inclusive community.
Assessment of Health and Physical Education Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge and Understanding
[A1.1]
Demonstrates limited understanding of how to explore their emotions
Demonstrates some understanding of how to explore their emotions

E.g. The student is beginning to articulate the importance of recognizing their emotions
Demonstrates considerable understanding of how to explore their emotions

E.g. The student articulates the importance of recognizing their emotions
Demonstrates thorough understanding of how to explore their emotions

E.g. The student articulates the importance of recognizing their emotions in depth
Application
[A1.2, A1.4]
Transfers their knowledge of identifying emotions to the classroom Emotional Intelligence charter with limited effectiveness
Transfers their knowledge of identifying emotions to the classroom Emotional Intelligence charter with some effectiveness

E.g. The student contributed some ways to maintain positive feelings

Transfers their knowledge of identifying emotions to the classroom Emotional Intelligence charter with considerable effectiveness

E.g. The student contributed many ways to maintain positive feelings

Transfers their knowledge of identifying emotions to the classroom Emotional Intelligence charter with a high degree of effectiveness

E.g. The student contributed many ways to maintain positive feelings with an in depth understanding of how they could support their classmates
Assessment of Language Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
[2.6]
Expresses their ideas about ways to identify and express emotions with limited effectiveness
Expresses their ideas about ways to identify and express emotions with some effectiveness

E.g. The student shares one emotion to add to the classroom chart
Expresses their ideas about ways to identify and express emotions with considerable effectiveness

E.g. The student shares one or two emotions to add to the classroom chart
Clearly expresses their ideas about ways to identify and express emotions with a high degree of effectiveness.

E.g. The student shares one or two emotions and identifies at least one behaviour to cultivate that emotion
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