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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
A1.3. 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.
This lesson challenges students to think about their personal mental health medicine wheel and identify specific activities, actions, thoughts, or interactions that positively contribute towards the fulfillment of each facet. In doing so, students are able to identify healthy and positive coping skills and work towards creating greater balance in their life, which also indirectly enhances their ability to persevere through challenges. (Achieved in the 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.
In the My Mental Health worksheet, students learn to support their mental health by creating their own Medicine Wheel. They evaluate four areas of their life as described in the Medicine Wheel and identify ways to support each area to achieve optimal mental health. (Achieved in the GO activity)
Social Studies
A1.2. Application - Diversity, Inclusiveness, and Canadian Identity: Evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity
Students learn about the First Nations Medicine Wheel and they consider how the Medicine Wheel Framework for Mental Health can be used to address and care for their mental health in a holistic way. Introducing the Medicine Wheel Framework to students gives them the opportunity to develop their understanding and awareness of First Nations culture and traditions, while also increasing their respect and appreciation of First Nations contributions. Students who find this activity helpful, may use it as a starting point to learn more about the purpose and functions of the Medicine Wheel across a wide range of experiences and phenomena. (Achieved in the SET and GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (My Mental Health)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[A1.3, A1.6]
Uses critical/creative thinking processes to identify the four facets of their own mental health with limited effectiveness
Uses critical/creative thinking processes to identify the four facets of their own mental health with some effectiveness

E.g. Identifies broad activities that they do to fulfill some facets
Uses critical/creative thinking processes to identify the four facets of their own mental health with considerable effectiveness

E.g. Identifies examples of things they already do, and a few things they could do in the future, to fulfill most or all facets
Uses critical/creative thinking processes to identify the four facets of their own mental health with a high degree of effectiveness

E.g. Identifies many specific examples of things they already do, and which they could do in the future, to fulfill all facets
Application
[A1.3, A1.6]
Applies their knowledge of the four facets of wellbeing to evaluate their personal mental health medicine wheel and create and action plan with limited effectiveness
Applies their knowledge of the four facets of wellbeing to evaluate their personal mental health medicine wheel and create and action plan with some effectiveness

E.g. Recognizes if their medicine wheel is unbalanced and identifies a need to create more balance
Applies their knowledge of the four facets of wellbeing to evaluate their personal mental health medicine wheel and create and action plan with considerable effectiveness

E.g. Recognizes if and how their medicine wheel is unbalanced and identifies at least one thing they can do to create more balance

Applies their knowledge of the four facets of wellbeing to evaluate their personal mental health medicine wheel and create and action plan with a high degree of effectiveness

E.g. Recognizes if and how their medicine wheel is unbalanced and identifies at least three things they can do to create more balance

Assessment of Social Studies Learning Outcomes, Grade 6 (Medicine Wheel Framework)  
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge & Understanding
[A1.2]
Demonstrates limited understanding of how the First Nations medicine wheel shaped First Nations culture
Demonstrates some understanding of how the First Nations medicine wheel shaped First Nations culture

E.g. Answers reflection questions for the game in a brief manner, conveying a limited, but growing, understanding of concepts
Demonstrates considerable understanding of how the First Nations medicine wheel shaped First Nations culture and can explain its function/purpose

E.g. Answers reflection questions for the game in a reasonable manner, conveying and accurate understanding of concepts
Demonstrates a thorough understanding of how the First Nations medicine wheel shaped First Nations culture and can explain its function/purpose

E.g. Answers reflection questions for the game in a deep and thoughtful manner, conveying an accurate and meaningful understanding of concepts
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