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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
A1.2. Social-Emotional Learning Skills, Stress Management and Coping: Apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviors, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience.
By creating a forward-looking strategy, students specifically identify potential sources of stress and proactively develop a plan to successfully cope with those experiences. Engaging in other emotion regulation skills, such as attention-shifting strategies and the Meta-Moment, also helps students become more resilient and enhances their ability to participate in class activities in a positive manner. Furthermore, by becoming more comfortable with expressing emotions and interpreting the emotions of others, students learn to more accurately identify when they might need to ask for support.
(Achieved in GO activity)
Health and Physical Education
A1.3. Social-Emotional Learning Skills, Positive Motivation and Perseverance: Apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope.
Emotion regulation skills give students the tools and resources to show up in the world in a way that moves them towards their values, dreams, engagement, and connection. Developing confidence in their ability to regulate emotions, also increases student's willingness to try new things, be vulnerable, and face challenges both inside and outside the classroom. Ultimately, this lesson teaches students to mindfully regulate emotions, at the appropriate moments, and with the most positive goal in mind.
(Achieved in GO activity)
Health and Physical Education
A1.5. Social-Emotional Learning Skills, Self Awareness and Sense of Identity: Apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging.
Students need to cultivate a certain degree of self-awareness to be able to reflect on past emotional experiences and predict what events or experiences may trigger emotional reactions in the future. By applying this self-awareness to develop a forward-looking strategy, students enhance their confidence in their ability to regulate and appropriately express emotions. This increased sense of confidence and personal control also encourages students to engage more actively in class, take on challenges, and connect with their peers.
(Achieved in GO activity)
Health and Physical Education
A1.6. Social-Emotional Learning Skills, Critical and Creative Thinking: Apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making.
Students use critical thinking skills to analyze and reflect on triggering experiences in the past. They then use this information to predict and plan for future experiences that might give rise to challenging situations. By proactively thinking about these experiences, students have the opportunity to problem solve, make connections, and evaluate different strategies before they get stuck in a negative mindset or challenging situation.
(Achieved in GO activity)
Health and Physical Education
D2.3. Healthy Living, Personal Safety and Injury Prevention: Apply social-emotional learning skills to promote positive interaction and avoid or manage conflict in social situations, in person or online.
Emotion regulation skills are a critical component of students’ ability to manage conflict, navigate difficult conversations, and be transparent about their feelings. This lesson identifies skills that students can use to create emotional distance, calm down, and effectively respond (rather than react) to triggering situations. As a result, this lesson directly promotes positive interactions and reduces unhealthy emotional outbursts in both online and face-to-face settings.
(Achieved in GO activity)
Health and Physical Education
B1.2. Creating and Presenting: Demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context.
During Emotion Charades, students practice expressing certain emotions using facial expressions, body language, and other non-verbal cues. By observing classmates, students also practice interpreting other people’s emotional expressions and consider how different people may express emotions in different ways.
(Achieved in SET activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Forward-looking Strategy, Emotion Scientist Lab Book)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Application
[A1.5, D2.3]
Applies planning, regulation and coping skills to develop a forward-looking strategy with limited effectiveness
Applies planning, regulation and coping skills to develop a forward-looking strategy with some effectiveness

E.g. Identifies a future experience and a simple strategy for regulating emotions.
Applies planning, regulation and coping skills to develop a forward-looking strategy with considerable effectiveness

E.g. Identifies a specific experience and at least two relevant strategies to regulate emotions.
Applies planning, regulation and coping skills to develop a forward-looking strategy with a high degree of effectiveness

E.g. Identifies a specific experience with particular triggers, and more than two relevant strategies to regulate emotions.  
Thinking
[A1.2, A1.3, A1.6]
Uses critical and creative thinking skills to identify strategies that minimize barriers to reaching their goal with limited effectiveness
Uses critical and creative thinking skills to identify strategies that minimize barriers to reaching their goal with some effectiveness

E.g. Identifies a barrier to reaching their goal and a simple strategy for managing that barrier.

Uses critical and creative thinking skills to identify strategies that minimize barriers to reaching their goal with considerable effectiveness

E.g. Identifies some barriers to reaching their goal and simple, helpful strategies for how to manage that barrier.  

Uses critical and creative thinking skills to identify strategies that minimize barriers to reaching their goal with a high degree of effectiveness

E.g. Identifies numerous barriers to reaching their goal and in-depth strategies for how to manage and overcome that barrier.
Assessment of The Arts Learning Outcomes, Grade 6 (Emotion Charades)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[B1.2]
Demonstrates limited knowledge of role with their use of gestures, expression, and movement to convey emotions, establish a setting, or portray an experience.
Demonstrates some knowledge of role with their use of gestures, expression, and movement to convey emotions, establish a setting, or portray an experience.

E.g. Uses limited gestures or body language to express the specific emotion
Demonstrates considerable knowledge of role with their use of gestures, expression, and movement to convey emotions, establish a setting, or portray an experience.

E.g. Uses clear gestures, expressions, and experiences to accurately communicate a specific emotion
Demonstrates thorough knowledge of role with their use of gestures, expression, and movement to convey emotions, establish a setting, or portray an experience.
 
E.g. Uses dramatic gestures, expressions, and experiences to immerse themselves in the experience of a specific emotion
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