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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
A1.5. 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 completing a diagnostic test (i.e. questionnaire) students identify their explanatory style and use this newfound awareness to enhance their relationships, experiences, and future. When they recognize that optimism is a learned skill that anyone can develop, students become more confident in their ability to succeed. (Achieved in SET and GO activity)
Health and Physical Education
A1.6. Health and Physical Education, 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.
Using critical thinking skills, students independently explore and discover the three dimensions of explanatory styles. Students analyse and evaluate their own experiences, and work with their peers to find answers to the example scenarios. This level of independence increases student engagement and helps them develop a deeper understanding of the material. (Achieved in 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.
This lesson teaches students about the effects of pessimistic and optimistic thinking styles on behaviours, emotions, and abilities. Students are presented with information and asked to determine how a person might think, feel, and behave, given their approach to the situation. (Achieved in GO activity)
Language, Writing
2.1. Using Knowledge of Form and Style in Writing, Form: Write longer and more complex texts using a wide range of forms.
Students are challenged to connect the dots between neuroplasticity, growth mindset, and optimistic explanatory style, by writing a persuasive argument about whether or not it’s possible to choose optimism and to learn to be optimistic. This comprehensive writing task encourages students to practice their organizational skills, conduct research, use reliable sources, and draw on previous knowledge. (Achieved in GO activity)
Language, Media Literacy
1.2. Understanding Media Texts, Making Inferences/Interpreting Messages: Interpret media texts, using overt and implied messages as evidence for their interpretations.
In their persuasive argument, students can draw on the information presented in TED talks and animation videos, which were watched in previous lessons, to support their answer. By interpreting and referencing these sources, students practice analytical thinking skills. (Achieved in GO activity) (optional learning outcome if the student uses the media watched in class as evidence for their persuasive writing assignment)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Writing Assignment)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge [A1.5]
Demonstrates limited knowledge of optimism and a person’s ability to learn optimism
Demonstrates some knowledge of optimism and a person’s ability to learn optimism

E.g. simply explains optimism is a learned skill and is a way of explaining/thinking about the world
Demonstrates considerable knowledge of optimism and a person’s ability to learn optimism

E.g. explains optimism is a learned skill and is a way of explaining/thinking about the world
Demonstrates thorough knowledge of optimism and a person’s ability to learn optimism

E.g. explains in detail how optimism is a learned skill and is a way of explaining/thinking about the world
Application
[A1.6, D1.5]
Makes connections among neuroplasticity, growth mindset and the ability to learn optimism with limited effectiveness
Makes connections among neuroplasticity, growth mindset and the ability to learn optimism with some effectiveness

E.g. includes some evidence from lessons on neuroplasticity and growth mindset to support their argument
Makes connections among neuroplasticity, growth mindset and the ability to learn optimism with considerable effectiveness

E.g. includes evidence from lessons on neuroplasticity and growth mindset to support their argument
Makes connections among neuroplasticity, growth mindset and the ability to learn optimism with a high degree of effectiveness

E.g. includes lots of evidence from lessons on neuroplasticity and growth mindset to support their argument
Assessment of Language Learning Outcomes, Grade 6 (Writing Assignment)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[2.1]
Uses their processing skills of forming conclusions with limited effectiveness
Uses their processing skills of forming conclusions with some effectiveness

E.g. writes a somewhat clear argument
Uses their processing skills of forming conclusions with considerable effectiveness

E.g. writes a clear argument
Uses their processing skills of forming conclusions with a high degree of effectiveness

E.g. writes a clear and persuasive argument
Communication
[2.1]
Expresses their ideas on the possibility of learning optimism with limited effectiveness
Expresses their ideas on the possibility of learning optimism with some effectiveness

E.g. shows attempt of analyzing previous knowledge (growth mindset, neuroplasticity) to support their argument or makes an argument with simple explanation/evidence
Expresses their ideas on the possibility of learning optimism with considerable effectiveness

E.g. has a clear expression, logical organization of ideas, and appropriate supportive evidence
Expresses their ideas on the possibility of learning optimism with a high degree of effectiveness

E.g. has a clear expression, logical organization of ideas, and lots of persuasive evidence
Thinking
[1.2]
(optional)
Use of critical analysis skills on media watched and/or read in class to support their argument with limited effectiveness
Use of critical analysis skills on media watched and/or read in class to support their argument with some effectiveness

E.g. includes a media (such as TED talks, animations, presentations, etc.) to support their argument
Use of critical analysis skills on media watched and/or read in class to support their argument with considerable effectiveness

E.g. includes two or more medias (such as TED talks, animations, presentations, etc.) to support their argument
Use of critical analysis skills on media watched and/or read in class to support their argument with a high degree of effectiveness

E.g. includes lots of media (such as TED talks, animations, presentations, etc.) to write a persuasive argument
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