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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.
Thinking traps perpetuate negative cycles of self-criticism, degrade students’ self-esteem, and contribute to intense feelings of anxiety, shame, and worthlessness. These results interfere with learning at school and building positive relationships. This lesson asks students to become more aware of their thinking habits and actively change their thoughts to better serve themselves, their friendships, and their community.  
(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.
After learning about 9 common thinking traps and how these habits of thinking keep students stuck in negativity, students identify how they can challenge and change their negative thoughts to create an environment that is more conducive to their health and wellbeing. (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.
Using an animated song, students learn the 5C’s for combatting thinking traps. As a class, students analyze and practice the song, before using the foundational understanding derived from the song’s chorus to complete the Thinking Traps worksheet. (Achieved in GO activity)
Character Development
Not Applicable
Teaching students how to control and manage their thoughts and feelings, and helping students engage in this conversation, inevitably creates a safer, more connected learning environment that enhances student engagement and success.
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Worksheet)  
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding[D1.5, A1.5]
Demonstrates limited understanding in thinking traps and the 5 C’s
Demonstrates some understanding in thinking traps and the 5 C’s

E.g. answers some parts of the questions and shows a beginning  understanding of  how to apply some of the 5 C’s to their personal example
Demonstrates considerable understanding in thinking traps and the 5 C’s

E.g. answers the questions on the worksheet that show they are connecting the 5 C’s to their personal example
Demonstrates thorough understanding in thinking traps and the 5 C’s

E.g. answers the questions in great detail and shows in depth self-reflection
Assessment of Language Learning Outcomes, Grade 6 (Worksheet)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Application and Knowledge[1.2]
Applies limited knowledge of the 5C’s when completing the worksheet
Applies some knowledge of the 5C’s when completing the worksheet

E.g. Completes some parts of the worksheet and participation in classroom discussion shows a growing understanding of the material
Applies considerable knowledge of the 5C’s when completing the worksheet

E.g. Completes the 5C’s worksheet and engages in classroom discussions by asking questions and explaining their thinking
Applies in-depth knowledge of the 5C’s when completing the worksheet

E.g. Meticulously completes the 5C’s worksheet and engages deeply in classroom discussions by asking questions, explaining their thinking, and adding personal insight
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