LESSON PLAN TEMPLATE A ED 3501 2012
Growth Mindset Week 1
Grade/Subject: Health Unit: Growth Mindset Lesson Duration: 45 Min
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES Notes
General Learning Outcomes:
Relationship Choices Students will develop effective interpersonal skills that demonstrate
responsibility, respect and caring in order to establish and maintain healthy interactions.
Life Learning Choices Students will use resources effectively to manage and explore life roles
and career opportunities and challenges.
Specific Learning Outcomes:
R–3.1 recognize the effects of sharing positive feelings on self and others; e.g.,
express appreciation to self and others
R–3.2 demonstrate safe and appropriate ways for sharing and/or expressing feelings
through words and behaviour; e.g., demonstrate good manners when expressing
feelings
L–3.4 identify the steps of the goal-setting process, and apply these components to
short-term personal goals
LEARNING OBJECTIVES
Understand Growth Mindset
Understand Fixed Mindset
Stranger belief in themselves
ASSESSMENTS
Written/Performance Assessments: This Key Questions:
week is all formative assessment. Simply What is growth Mindset and how
seeing the student's responses during can we use it to make ourselves
discussion and on the worksheet will give you better?
an idea of how the students are grasping the o What is fixed mindset?
concept. o How can we grow our
brains?
MATERIALS AND EQUIPMENT
The Elastic Brain by JoAnn Deak Ph.D.
Smart Board
Believe in yourself Worksheet
Hands of belief Worksheet
Growth mindset Wordsearch
Pencil crayon
Big Life Journal
PROCEDURE
Introduction (15
min.):
At the Start of the lesson the students should be sitting at their desks.
If you need to get the students attention you can do a quick repeat after me clapping
game.
As an attention grabber and to get the students thinking about their brains you will
read the elastic brain.
Hook/Attention Grabber: The elastic brain
Assessment of Prior Knowledge: A group discussion will take place between me and the
students about growth and mindset eventually leading into putting the two together. .
1. What does it mean to GROW? What sorts of things grow? Answers will vary. Growth
means to develop, change, mature, evolve. Living things grow - plants, animals, and
people.
2. When you think of the brain or minds, what do you think MINDSET means? Mindset
1
LESSON PLAN TEMPLATE A ED 3501 2012
is the way our brain perceives ourselves and the world. Our mindset helps us look at
problems and mistakes in a positive way!
3. Let’s put those words together: growth and mindset. When we combine them, it
means something really important. What could growth mindset mean? A growth
mindset is believing in the power of yourself and your brain! We know our intellect
and abilities develop when we try difficult things, use the right strategies, and don’t
give up. So a growth mindset is when we know, with practice, we will get better at
something.
4. If fixed is the opposite of growth, what does it mean to have a FIXED mindset? A
fixed mindset means you think you can’t get better at things, even if you practice.
Wanting to quit, give up, or deciding we’re just not good at something are all clues we
have a fixed mindset.
5. Ask the students to put up there hands if they think right now they are the strongest,
generous, kindest, understandin iantthey will ever be? Are they the smartest they will
ever be right now. This can show the students that they already have a growth
mindset in them, and tht have to make sure that they will use it often.
Students can work with their shoulder partners. They can get ideas from those closest to them
but it is still individual work so the classroom should not get too noisy. If the room does get too
noisy give the students a gentle reminder by making a chh chh chh noise. (if covid protocols
discourage group work the tasks can all be done individually. The partners are more for
support than anything else.)
Students should remain at their desks for the activity. If the students need to ask a question or
need you to check their work, they should put their hands up and remain seated. The teacher
will come to the student.
Body (25 min.):
Learning Activity #1: Hand of Belief Students should
The learning activity will also take place at the desks of the students. remain at their desks
The hand of belief work sheets will be handed out to the students. for the activity. If the
Students will make an I believe in myself Hand students need to ask
Students will trace their hand onto a piece of paper a question or need
In the Center of the hand the student will write I believe I am you to check their
Then in each of the fingers and the thumb- student will write words they believe work, they should
describe them in a positive way. put their hands up
For example, I believe I am Strong, Empathetic, Smart, Hardworking, and Content. and remain seated.
These should look nice as they will be on display as a reminder of your best qualities The teacher will
Make sure that the students write their names on the Hand of Belief come to the student.
Once a student has completed their work, they can show it to a teacher for approval
If it is deemed good that student can get a success worksheet and fill it out with their The hands can be
partner. Each student should fill out their own sheet. displayed as a nice
The hand should be put in a pile in a spot designated at the start of the lesson. My reminder of what the
desk on the side of the room. students feel are the
best positive aspects
Learning Activity #2: of them self's
Success Worksheet
These will be with the teacher and will be given to student once they finish the hand
of belief.
The worksheet once completed should be handed in in a pile beside the hands of
belief.
Teacher Directions:
While the body of the activity is taking place make sure to be moving around the
classroom checking on students
If a student finish both activities to a satisfactory level quickly they can work on the
Growth mindset word search until other students are done.
Closure ( 5 min.):
2
LESSON PLAN TEMPLATE A ED 3501 2012
Consolidation/Assessment of Learning: For closure I will ask the students to share some of their
successes or the words on their hands. You can then point out how the words and success that
the students share relate back to growth mindset.
Growth Mindset Week 2
Grade/Subject: Health Unit: Growth Mindset Lesson Duration: 45 Min
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES Notes
General Learning Outcomes:
Relationship Choices Students will develop effective interpersonal skills that demonstrate
responsibility, respect and caring in order to establish and maintain healthy interactions.
LIFE LEARNING CHOICES Students will use resources effectively to manage and explore life
roles and career opportunities and challenges.
Specific Learning Outcomes:
R–3.1 recognize the effects of sharing positive feelings on self and others; e.g.,
express appreciation to self and others
R–3.2 demonstrate safe and appropriate ways for sharing and/or expressing feelings
through words and behavior; e.g., demonstrate good manners when expressing
feelings
L–3.4 identify the steps of the goal-setting process, and apply these components to
short-term personal goals
LEARNING OBJECTIVES
Understand Growth Mindset
Understand Fixed Mindset
How to start implementing growth mindset in their own lives
ASSESSMENTS
Written/Performance Assessments: This week Key Questions:
is all formative assessment. Simply seeing the What is growth Mindset and
student's responses during discussion and on how can we use it to make us
the worksheet will give you an idea of how the better?
students are grasping the concept. This week the o What is fixed mindset?
Growth mindset self-evaluation is introduced to o How can we grow our
see how the students view their own progress brains?
on growth mindset.
MATERIALS AND EQUIPMENT
Turning fixed mindset into growth mindset white board props
Mistakes and Growth mindset worksheet
White board makers
Growth mindset Wordsearch
The Girl That Never Makes Mistakes
Big Life Journal
PROCEDURE
Introduction (30
min.):
At the Start of the lesson the students should be sitting at their desks. The T chart comparing
If you need to get the students attention you can do a quick repeat after me clapping Growth and fixed
3
LESSON PLAN TEMPLATE A ED 3501 2012
game. mindset as well as
Start by reminding them what was discussed in the last health lesson. Discuss what what can I say to
they remember about growth mindset and fixed mindset. myself t chart should
As a class we will go through first the growth vs fixed mindset T chart. be drawn onto the
grab the premade phrases and read them out one at a time. board before the
After reading on of the premade phrases ask the class if they think it is something a lesson begins.
fix minded, or growth mindset person would say.
If the students are right put the phrase on the board if they are wrong maybe, ask When working through
some guiding questions about what we know about each type of mindset and how it the charts as a class
will apply to this phrase. make sure to give the
Once the students have completed the fixed vs growth mindset chart begin to fill in students the wait time
what can I say to myself t chart. This is where we will have a bunch of fixed minded they need.
phrases on one side and the class will have to work to change them into growth
mindset phrases. Use magnets to hold
You can also ask the students if they have said anything that is a fixed minded up the phrases on the
phrase. If they have great phrase write it down and work with the class to make it white board.
into growth minded phrase.
To get the students thinking about mistakes and what mistakes mean to them you
will read the girl that never makes mistakes.
After this you can have a brief discussion as to whether you think making mistakes is
a good thing or a bad thing.
Students can work with their shoulder partners Ie they can get ideas from those closest to
them but it is still individual work so the classroom should not get too noisy. If the room does
get too noisy give the students a gentle reminder by making a chh chh chh noise. (if covid
protocols discourage group work the tasks can all be done individually. The partners are
more for support than anything else.)
Body (20 min.):
Mistakes and Growth Worksheet Students should
To introduce the next work sheet, I would like to display page 36 of the Big life journal and remain at their desks
talk about how your brain grows from mistakes. When you make a mistake, you can reflect for the activity. If the
on it and develop a strategy to not make that mistake again. This will introduce the work students need to ask a
sheet which covers different ways to help your brain grow. question or need you
to check their work,
Teacher Directions: they should put their
While the body of the activity is taking place make sure to be moving around the hands up and remain
classroom checking on students seated. The teacher
If a student finish both activities to a satisfactory level quickly they can work on the will come to the
Growth mindset word search until other students are done. student.
Closure (10 min.):
Consolidation/Assessment of Learning: For closure of the lesson, I will explain to the students
how to use the Growth Mindset self-assessment. The idea behind the rubric is that the
students will put check marks in the first box on week one, the second box in week 2, and
finally the third box in week three. This allows the students to track their progress as they
start to use growth mindset more in their day to day lives.
4
LESSON PLAN TEMPLATE A ED 3501 2012
Growth Mindset Self Assessment
Fixed Mixed Growth
Mindset Mindset Mindset
You Avoid challenges You take on a You look forward to
Taking on challenge if you are the next challenge
Challenges good at something
similar
ooo ooo ooo
You see mistakes as You are willing to learn You reflect on what
Learning failures. You may hide from mistakes but you learned from the
from your mistakes you're not sure how mistake and use it
when you try again
Mistakes ooo ooo ooo
You feel defeated by You feel ok about You see criticism as
Accepting Criticism and want to criticism but only if supporting your
Feedback quit you really want the learning, and you learn
help from it
ooo ooo ooo
You do not practice You like to practice but You enjoy the process
Practicing the skill. only if you feel like of getting really good
you’re “good at” it at something. You may
already. set your own practice
plans.
ooo ooo ooo
You give up at the first You persevere but only You “stick to it” and
Perseverance sign of struggle. when you are keep working
prompted and confidently until the
supported. task is complete.
ooo ooo ooo
You don’t ask If you think it’s too You ask questions of
Asking questions or don’t hard for you, you the teacher, the task,
Questions know which questions won’t ask questions. and yourself.
to ask.
ooo ooo ooo
5
LESSON PLAN TEMPLATE A ED 3501 2012
Phrases in correct places for the Growth Vs Fixed Mindset T chart.
Someone with a Fixed Someone With a Growth
Mindset... Mindset...
Is jealous when others do well When others do well, they are inspired
Believes it doesn’t help to work hard Keeps trying until they can do it
Won't try new and hard things Loves a challenge
Avoids challenges Can learn from their mistakes
Beliefs if they don’t try, they won't make a Likes to try new things
mistake
Gives up easily Believes effort helps them learn
Example of the what can I say chart
Instead of ... Try thinking ...
I am not good at this I am not good at this yet. But I will learn
This is to hard This will require effort and finding the right
strategy
This is too easy How can I make this more challenging
I'm afraid I will make a mistake When I make a mistake I will learn form it and
get better
I give up I will succeed if I put in the effort
The is good enough Is it my best work? Can I improve it?
I won't try because I will fail If I fail, I can try again until I succeed
Phrases to be printed and cut out for Fixed Vs Growth T chart
6
LESSON PLAN TEMPLATE A ED 3501 2012
Is jealous when others do well
When others do well, they are inspired
Believes it doesn’t help to work hard
Keeps trying until they can do it
Won't try new and hard things
Loves a challenge
Avoids challenges
Can learn from their mistakes
Believes if they don’t try, they won't make
a mistake
7
LESSON PLAN TEMPLATE A ED 3501 2012
Likes to try new things
Gives up easily
Believes effort helps them learn
