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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
A1.6. 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.
Educating students on values helps them make connections between themselves and their environment. Values education enables students to make decisions and problem solve by analysing and evaluating the relationship between their values and actions. Students must think critically to understand how their values fit into the life they are living. (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.
By identifying and understanding their core values, as well as the class values, students become more aware of their thoughts, actions, and ideas. Students have the ability to discover what is important to them and can thread this through their educational experience, thereby creating meaning and purpose. This sense of alignment and engagement develops students' sense of identity and builds their confidence. (Achieved in SET and 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.
Identifying core values can build resilience, help students navigate obstacles, and guide their decision making. Knowing their values help students look within themselves to make decisions that move them towards their ideal selves. When students are able to understand how their decisions, struggles, and effort factor into a bigger picture, they are able to persevere and maintain a positive mindset. (Achieved in GO activity)
Language,
2.7. Oral Communication, Speaking to Communicate: Use a variety of appropriate visual aids, to support or enhance oral presentations.
In this lesson, students make a values “poster” and are given the opportunity to orally present the ideas conveyed in the poster. Students are able to explore how visual aids can support and reinforce their learning, and how they can be used as an effective communication strategy. (Achieved in GO activity)
The Arts, Visual Arts
Not D1.1. Creating and Presenting: Create two-dimensional, three-dimensional, and multimedia artworks that explore feelings, ideas, and issues from a variety of points of view.
Students use artwork and the image of a Lantern to explore their personal values, as well as what behaviours enable or limit their ability to live into their values. (Achieved in GO activity)
The Arts, Visual Arts
D2.2. Reflecting, Responding, and Analyzing: Explain how the elements and principles of design are used in their own and others’ artwork to communicate meaning or understanding.
By using the different parts of a lantern to represent their values, experiences and behaviours, students learn how a concrete visual design can be used to represent abstract ideas (ex. values). This activity helps students practice using visual art as a powerful medium of communication. (Achieved in GO activity)
Character Development
Not applicable.
Educating students on values and how to align their behaviors with their values helps students become engaged members of the community. This activity emphasizes the importance of integrity, accountability and responsibility, and it encourages students to stand up for what they believe in. By identifying values, students also begin to recognize, appreciate and support individual differences.
Assessment of Health and Physical Education Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication

[A1.1, A1.5, A1.6]
Expresses and organizes ideas in their Lantern or poster with limited effectiveness

E.g. The student does not complete the four sections.

Expresses and organizes ideas in their Lantern or poster with some effectiveness

E.g. The student writes  one point in each of the four sections of the Lantern and contributes at least one idea to the class values.
Expresses and organizes ideas in their Lantern or poster with effectiveness

E.g. The student writes two to three points in each of the sections of the Lantern with minimal explanation and contributes some ideas to the class values.
Expresses ideas and organizes in their Lantern or poster with a high-degree of effectiveness

E.g. The student completes all sections with numerous, in-depth examples and contributes many thoughtful ideas to the class values.
Assessment of Language Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[2.7]
Uses their Lantern as a visual aid with limited effectiveness
Uses their Lantern as a visual aid with some effectiveness

E.g. The student tries to use their Lantern to support their explanation.
Uses their Lantern as a visual aid with effectiveness

E.g. The student uses their Lantern  to support their explanation.
Uses their Lantern as a visual aid with a high degree of effectiveness

E.g. The student uses their Lantern to enhance their explanation.
Assessment of Visual Arts Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge and Understanding
[D1.1, D2.2]
Explains how the elements and principles of design are used in their own and others’ artwork to communicate meaning or understanding with limited effectiveness
Explains how the elements and principles of design are used in their own and others’ artwork to communicate meaning or understanding with some effectiveness

E.g. The student tries to explain how different elements and principles of design reflect their values.  
Explains how the elements and principles of design are used in their own and others’ artwork to communicate meaning or understanding with considerable effectiveness

E.g. The student explains how different elements and principles of design reflect their values.
Explains how the elements and principles of design are used in their own and others’ artwork to communicate meaning or understanding with a high degree of effectiveness

E.g. The student clearly explains how different elements and principles of design reflect and enhance their values.  
Application
[D1.1, D2.2]
Applies elements and principles of design with limited effectiveness
Applies elements and principles of design with some effectiveness

E.g. The student uses a limited amount of colours, shapes, and styles in an attempt to represent their values in some of the lantern’s components.
Applies elements and principles of design with considerable effectiveness

E.g. The student uses colours, shapes, and styles to represent their values in most of the lantern’s components.
Applies elements and principles of design with a high degree of effectiveness

E.g. The student uses colours, shapes, and styles to clearly represent and enhance their values across all of the lantern’s components.
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