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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.
By learning about the triune brain, students develop a better understanding of the human stress response. This understanding helps students identify when their amygdala has been hijacked by the lizard brain and helps them manage stress by waiting for the neocortex (“smart” part of the brain) to regain control. In general, mindfulness is a proven stress reduction strategy and a significant amount of scientific evidence suggests that mindfulness is an effective, positive coping mechanism. (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.
Mindfulness is rooted in developing self-awareness (and doing so without judgement). By introducing students to mindfulness, they start a journey of self-discovery, self-awareness, and self-acceptance. Students can apply the skills they learn in this lesson to every aspect of their lives and, throughout the unit, they’re challenged to build on their knowledge. (Achieved in GO activity)
Health and Physical Education
D2.3. Healthy Living, Making Healthy Choices, Personal Safety and Injury Prevention: Apply social-emotional learning skills to promote positive interaction and avoid or manage conflict in social situations, in person or online.
Students learn to use the Calm Down Jar to be mindful and pause before reacting to a stressful situation. Using the Calm Down Jar prevents students from acting in ways they may later regret, and allows them to approach situations in a more rational, appropriate manner (both in person and online). (Achieved in GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[A1.5, D2.3]
Demonstrates limited knowledge of mindfulness
Demonstrates some knowledge of mindfulness

E.g. Some participation in discussion after the TED Talk; Draws simple connections between the Calm Down Jar and Mindfulness
Demonstrates considerable knowledge of mindfulness

E.g. Participates in the class discussion after watching the TED Talk; Draws simple and accurate connections between the Calm Down Jar and Mindfulness
Demonstrates thorough knowledge of mindfulness

E.g. Actively participates in the class discussion after watching the TED Talk and ask inquisitive questions to further their learning; Draws detailed and accurate connections between the Calm Down Jar and Mindfulness
Communication
[A1.2]
Uses hand models of the triune brain with limited effectiveness
Uses hand models of the triune brain with some effectiveness

E.g. Minimal participation in modelling the triune brain with their hand; Struggles to apply the model to their learning
Uses hand models of the triune brain with considerable effectiveness

E.g. Models the triune brain with their hand; Able to apply this model to understand the human brain with adequate support and prompting
Uses hand models of the triune brain with a high degree of effectiveness

E.g. Accurately models the triune brain with their hand; Independently uses this model to further their understanding of the human brain
Application
[A1.2]
Applies their knowledge and skills in familiar contexts with limited effectiveness
Applies their knowledge and skills in familiar contexts with some effectiveness

E.g. Tries to calm down and re-engage the neocortex when they are prompted in highly emotional moments
Applies their knowledge and skills in familiar contexts with considerable effectiveness

E.g. Able to calm down and re-engage the neocortex when they are prompted in highly emotional moments
Applies their knowledge and skills in familiar contexts with a high degree of effectiveness

E.g. Effectively uses skills to calm down, re-engage the neocortex, and take control of highly emotional moments, without requiring support
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