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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.
In this lesson, students learn that they can persevere through challenges by asking for support and they practice accessing mental health resources as a way to motivate themselves to work through challenging situations. Students also recognize that receiving support from friends, family, or mental health professionals is an effective way to nurture a sense of hope. (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.
As an introduction to asking for help, students are challenged to solve an “impossible” maze. In order to solve the maze, students must use out-of-the-box, creative thinking and consider non-traditional solutions. By participating in this activity and reflecting on the solution (asking for help), students gain a better understanding of the need to evaluate how their skills and abilities suit a task and how to make decisions about when it’s necessary to ask for help. (Achieved in SET activity)
Health and Physical Education
D1.4. 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 behaviours, and describe how to access these supports in order to support healthy relationships, a sense of belonging, and respect for diversity.
Students learn about school, community and online resources that are available to them and what resources are best/necessary for what situations. By calling the Kids Help Phone, students practice accessing online support services, which increases their understanding of how online services can be utilized and enhances their willingness to independently access these services in the future. This lesson also helps students debunk the myths about asking for help (ex. asking for help is a sign of weakness) in order to decrease judgement or negative preconceptions about help-seeking behaviours.  (Achieved in GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Impossible Maze)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[A1.6]
Uses creative thinking skills in trying to solve the “Impossible” Maze with limited effectiveness
Uses creative thinking skills in trying to solve the “Impossible” Maze with some effectiveness

E.g. Develops a few ideas and uses a few strategies to try solving the maze
Uses creative thinking skills in trying to solve the “Impossible” Maze with considerable effectiveness

E.g. Develops ideas and uses strategies to try solving the maze
Uses creative thinking skills in trying to solve the “Impossible” Maze with a high degree of effectiveness

E.g. Develops many ideas and uses many strategies to try solving the maze; Is persistent in their efforts to solve the maze and/or discovers the solutions
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Asking for Help)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[A1.3, D1.4]
Uses planning skills to prepare for the Kids Help Phone call with limited effectiveness
Uses planning skills to prepare for the Kids Help Phone call with some effectiveness

E.g. When prompted, shares a question they have for the Kids Help Phone
Uses planning skills to prepare for the Kids Help Phone call with considerable effectiveness

E.g. Shares questions they have for the Kids Help Phone and seems interested in learning more about the process
Uses planning skills to prepare for the Kids Help Phone call with a high degree of effectiveness

E.g. Shares many questions they have for the Kids Help Phone and seems genuinely interested in learning more about the process
Knowledge & Understanding
[A1.3, D1.4]
Demonstrates limited knowledge and understanding of available support services and how to ask for help
Demonstrates some knowledge and understanding of available support services and how to ask for help

E.g. When prompted, participates in the discussion after the phone call and contributes simple ideas/observations; Understands the Mental Health Resource Wallet Card

Demonstrates considerable knowledge and understanding of available support services and how to ask for help

E.g. Participates in the discussion after the phone call and contributes ideas/observations; Able to navigate the Mental Health Resource Wallet Card
Demonstrates thorough knowledge and understanding of available support services and how to ask for help

E.g. Actively participates in the discussion after the phone call and contributes insightful, relevant ideas/observations; Easily navigates the Mental Health Resource Wallet Card
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