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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 activity teaches students to develop a more balanced thinking style by noticing and disputing worry thoughts using the Worst-case/Best-case/Most-likely process. By disputing worry thoughts, students become more confident in their ability to succeed and persevere through challenging situations. Students start practicing the skills to cultivate an optimistic explanatory style. (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.
By learning the ABC Model, students become more aware of their thoughts and how their thoughts affect their feelings, behaviours and abilities. Learning the WC/BC/ML Model helps students build confidence in their ability to deal with negative thoughts. This confidence and sense of control of their thoughts also enhances students’ sense of identity. (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, analyzing, evaluating, problem solving, and decision making.
The Worst-case/Best-case/Most-likely process is a way for students to think critically about their automatic (often negative) thoughts. Students learn to evaluate and analyze their thoughts, before using problem solving and decision making to determine a more accurate flexible way of thinking.  (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 take a more balanced approach to thinking that reduces the intensity of emotions or behavioral urges. This mitigates students from engaging in actions that hurt themselves or others, thereby supporting the development and maintenance of strong relationships. (Achieved in GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (ABC Model Worksheet)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding
[D2.3]
Demonstrates limited understanding of the ABCs of CBT
Demonstrates some understanding of the ABCs of CBT

E.g. shows some understanding of the ABCs of CBT by completing two out of the four examples
Demonstrates considerable understanding of the ABCs of CBT

E.g. shows understanding of the ABCs of CBT by completing three out of the four examples (filling out the A, B and Cs in one example counts as a completion)
Demonstrates a high degree of understanding of the ABCs of CBT

E.g. shows a deep understanding of the ABCs of CBT by completing all of the examples
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (WC/BC/ML Worksheet)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking [A1.6]
Uses critical thinking process skills with limited effectiveness  
Uses critical thinking process skills with some effectiveness  

E.g. identifies two or three scenarios for each category (worst, most likely and best case) with percentages
Uses critical thinking process skills with considerable effectiveness

E.g. identifies at least three scenarios for each category (worst, most likely and best case) with percentages
Uses critical thinking process skills with a high degree of effectiveness

E.g. identifies six scenarios for each category (worst, most likely and best case) with percentages
Thinking
[A1.3, A1.5, A1.6]
Uses creative thinking process skills with limited effectiveness
Uses creative thinking process skills with some effectiveness

E.g. identifies two strategies they can use to cope with their most likely outcome
Uses creative thinking process skills with considerable effectiveness

E.g. identifies three strategies they can use to cope with their most likely outcome
Uses creative thinking process skills with a high degree of effectiveness

E.g. identifies in detail three strategies they can use to cope with their most likely outcome
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