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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
D1.4. Healthy Living, Understanding Health Concepts, Mental Health Literacy: Identify people, resources, and services in the school and the community that can provide support when a person is dealing with mental health issues and choices or situations involving substance use and addictive behaviors, and describe how to access these supports.
By comparing mental illness to physical illness, students recognize that mental illnesses have specific symptoms, that professional treatment is available, and that recovery is possible. For the Mental Illness Information Brochure, students are then asked to identify treatment options and resources specific to the illness they are researching. (Achieved in the SET and 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.
This lesson challenges students to think critically about mental health and identify their preconceptions of various mental illnesses. They conduct an independent research project on a mental illness and creatively gather information from various sources. Students are also asked to critically analyze and examine the information they include in their brochure to ensure that it’s accurate and appropriate. (Achieved in the GO activity)
Language, Media Literacy
3.4. Creating Media Texts, Producing Media Texts: Produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques.
Students produce an Information Brochure for a mental illness of their choice and use appropriate forms, conventions, and techniques to ensure that the brochure is easy to navigate, engaging, and age-appropriate. (Achieved in the GO activity)
Language, Writing
1.3. Developing and Organizing Content, Research: Gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources.
To create their Information Brochure, students conduct research using credible sources, such as the Canadian Mental Health Association. Students reference web, audio, visual and print sources, to gather the most relevant and accurate information for their brochure. (Achieved in the GO activity)
Language, Writing
3.7. Applying Knowledge of Language Conventions and Presenting Written Works Effectively, Publishing: Use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout.
Students produce and publish a finished Information Brochure about a mental illness of their choice. To design and develop an engaging and aesthetically pleasing brochure, students need to use a wide range of appropriate elements, including print, font, graphics, and layout.(Achieved in the GO activity)
Language, Writing
3.7. Applying Knowledge of Language Conventions and Presenting Written Works Effectively, Producing Finished Works: Produce pieces of published work to meet identified criteria based on the expectations.
Using the criteria provided, students ensure that their brochure addresses all the necessary topics and that it’s of sufficient quality to be used by other classmates for informational purposes.  (Achieved in the GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Mental Illness Brochure)  
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding
[D1.4, A1.6]
Demonstrates limited understanding of the researched mental illness
Demonstrates some understanding of the researched mental illness

E.g. Some of the required topics are addressed  
Demonstrates considerable understanding of the researched mental illness

E.g. Most or all required topics are sufficiently addressed, using their own words
Demonstrates thorough understanding of the researched mental illness

E.g. All required topics are accurately addressed in great detail, using their own words
Assessment of Language Learning Outcomes, Grade 6 (Mental Illness Brochure)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
(Writing)
[1.3]
Uses planning and processing skills to research and gather information about a mental illness of their choice with limited effectiveness
Uses planning and processing skills to research and gather information about a mental illness of their choice with some effectiveness

E.g. Researches the mental illness and makes note of the information they are going to include in the brochure
Uses planning and processing skills to research and gather information about a mental illness of their choice with considerable effectiveness

E.g. Researches the mental illness using credible sources and thinks about which information is important to include in the brochure
Uses planning and processing skills to research and gather information about a mental illness of their choice with a high degree of effectiveness

E.g. Researches the mental illness using a wide variety of credible sources and identifies which information is most relevant to include in the brochure for the target audience
Application
(Writing)
[3.7, 3.8]
Uses a limited number of elements to publish a completed draft that meets very little or none of the assignment criteria  
Uses and applies some elements to publish a completed draft that meets some of the assignment criteria

E.g. Provides simple information for some or many of the assigned topics
Uses and applies a range of elements to effectively publish a completed draft that meets most or all of the assignment criteria

E.g. Provides good information for most or all of the assigned topics
Confidently uses and applies a range of elements to effectively publish a completed draft that meets all of the assignment criteria

E.g. Goes above and beyond to provide accurate, detailed and easily understood information for each assigned topic
Understanding
(Media Literacy)
[3.4]
Produces a media text for a specific purpose that demonstrates a limited understanding of appropriate techniques and conventions for making a brochure
Produces a media text for a specific purpose that demonstrates some understanding of appropriate techniques and conventions for making a brochure

E.g. Some elements of design (ex. Images, text, colours, layout) are used throughout the brochure
Produces a media text for a specific purpose that demonstrates an understanding of appropriate techniques and conventions for making a brochure

E.g. Elements of design (ex. Images, text, colours, layout) are used to create an appealing brochure that complements the information presented
Produces a media text for a specific purpose that demonstrates a thorough understanding and creative use of appropriate techniques and conventions for making a brochure

E.g. Many elements of design (ex. Images, text, colours, layout) are used to create an engaging, eye-catching, and aesthetically pleasing brochure that enhances the information presented
Communication
(Media Literacy)
[3.4]
Expresses and organizes information in the brochure with limited effectiveness
Expresses and organizes information in the brochure with some effectiveness

E.g. Brochure is organized and there is some structure around how the information is presented
Expresses and organizes information in the brochure with considerable effectiveness

E.g. Brochure is organized and navigable
Expresses and organizes information in the brochure with a high degree of effectiveness

E.g. Brochure is well-organized and easy to follow
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