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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 behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience.
Meditation is an effective and accessible positive coping strategy that students can use to calm down and cope with challenging situations. Through meditation, students become more attuned to their minds and bodies. They gain an understanding of their monkey mind and learn how to train their monkey mind to become more resilient, confident, and capable.(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.
By training their monkey mind through a variety of meditations, students learn how to calmly and confidently approach challenging situations (i.e. persevere). These meditations also challenge students to stay in the present moment, which prevents unhelpful reminiscence as well as anxiety-provoking future-thoughts. When students stay in the moment, they learn to evaluate the facts and be aware of the present without judgement (reduces negativity and promotes hope). (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.
A core principle of any meditation is self-awareness. In this lesson, students are asked to tune into their mind chatter and bring themselves back to the present moment. They become more aware of their thoughts and feelings, physical sensations, and connections to others. This awareness also helps students develop a sense of identity and belonging. (Achieved in SET and GO activity)
Health and Physical Education
D1.5. Healthy Living, Mental Health Literacy: Demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions, and of the potential impact of positive and negative thinking on mental health.
In this lesson, students explore the connection between mind and body and they become more aware of the interconnections between thoughts, feelings, and behaviours. By practicing meditation, they learn how to use their mind and breath to calm their nerves or re-engage their neocortex (the “smart” part of their brain). In discussions, they reflect on the effects of meditation, and the potential benefits of becoming more aware, present, and nonjudgemental, with respect to mental health and wellbeing. (Achieved in GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Meditation)  
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge and Understanding
[A1.2, A1.3, A1.5, D1.5]
Demonstrates limited knowledge and understanding of the content.
Demonstrates some knowledge and understanding of the content.

E.g. Some participation in class discussions, and attempts to understand how meditation can be used as a mindfulness tool
Demonstrates considerable knowledge and understanding of the content.

E.g. Participates in class discussions after the meditations, and conveys an understanding of how meditation can be used as a mindfulness tool
Demonstrates thorough knowledge and understanding of the content.

E.g. Actively participates in class discussions after the meditations, asks inquisitive questions, and conveys a deep understanding of how meditation can be used as a mindfulness tool
Communication
[A1.2, A1.3, A1.5]
Communicates their understanding of meditation with limited effectiveness.
Communicates their understanding of meditation with some effectiveness.

E.g. Articulates a simple response to direct questions about meditation in the class discussions
Communicates their understanding of meditation with considerable effectiveness.

E.g. Articulates an accurate and complete response to questions about meditation during the discussions and independently offers some opinions
Communicates their understanding of meditation with a high degree of effectiveness.

E.g. Eagerly articulates an in-depth understanding of meditation and its benefits; Extends their learning by asking meaningful questions
Application
[A1.2, A1.3, A1.5, D1.2]
Applies their knowledge and skills of meditation with limited effectiveness in class
Applies their knowledge and skills of meditation with some effectiveness in class

E.g. With reminders and support, uses their understanding of the monkey mind to make sense of challenges with meditation and participate in class meditations
Applies their knowledge and skills of meditation with considerable effectiveness in class

E.g. Uses their understanding of the monkey mind to make sense of challenges with meditation and maintain a willingness to participate in class meditations
Applies their knowledge and skills of meditation with a high degree of effectiveness in class

E.g. Uses their understanding of the monkey mind to persevere through the challenges of meditation and approach each practice with an open mind and eager attitude
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