The Health Curriculum and Why Parents don’t need to worry (as much).

Open Letter to My Grade 5 Parents:

We are about to start our Health Unit on Human Development. This is often dubbed the “Sex Ed” curriculum and is the one that has created concern for some parents. Please realize that much of that concern is because the facts have been misrepresented. Last year, I read a note that was being circulated in my community. I was shocked to see how much it distorted the facts. It seemed as if it was intentionally designed to frighten parents about what will be covered in class. Hopefully, I can alleviate any concerns with the following information about the specifics of the Grade 5 curriculum.

Look here for more information (Pages 160 - 162 on the PDF).

First off - the curriculum did not change much in Grade 5. There is a lot of information out there to suggest that this is an entirely different program - it is almost the same as it was 20 years ago.

Here is what it said in 1998 (When I taught my first Grade 5 class)

1. describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape).
2. describe the processes of menstruation and spermatogenesis.
3. describe the increasing importance of personal hygiene following puberty.

Here is what it says now

1. identify the parts of the reproductive system, and describe how the body changes during puberty.
2. describe the processes of menstruation and spermatogenesis, and explain how these processes relate to reproduction and overall development.
3. describe emotional and interpersonal stresses related to puberty.

Some other facts to put your mind at ease

• We just finished a unit on human body systems and have already talked about a lot of our inner workings (including all the less pleasant parts of our digestive system). Consequently, the students are familiar with the fact that we talk about the human body like scientists - uncovering the secrets of many systems that help us function.

• Remember that the curriculum is not delivered by a robot. There is a caring, responsible adult who exists between the curriculum and your student. I want your student to be an informed pre-teen who is prepared for the changes that will happen in their bodies. I want them to be considerate, compassionate citizens who will treat others and themselves with respect, patience and kindness. I take great care to craft my lessons and presentations in a way that is honest and as comfortable as possible.

• For you, the curriculum is about your kid, but it is actually written for all kids. Specifically, it written to provide important information to children who would not get this information outside a classroom. A young person’s best advantage when navigating the pitfalls that come with a changing body is knowing the facts. Life changing, and even life ending, mistakes are best prevented by education.

As a final note, I will understand completely if you wish to remove your student from class during these lessons. It is your prerogative to provide this education to them in the way in which you see fit. Drop me a line, and I will let you know the exact periods (to the minute) in which this instruction will take place. You will need to sign your student out at the office and return them for the next period if possible.

However, I will warn you that they will likely ask their friends what was said while they were away. They are naturally curious - which is one of their greatest gifts. I would much prefer that they hear the facts directly from me and not second-hand, through the filter of students who, themselves, are just becoming familiar with this new information.

Sincerely,

Marc Hodgkinson

Grade 5 Teacher

Haiku Coding Activity for Grade 5 -TLLP Activity 2

This is the second in a series of blogs connected to the Teacher Learning and Leadership (TLLP) of which I am a part. Our goal was to “Investigate ways that students can use Computational Thinking, across the Curriculum, to problem solve, create and remix - maximizing available technology.”

I need to thank Scott McKenzie @ScottMcKenzie27 for this great idea. He let me know that he got it from Kim Gill @Gill_Ville. Regardless, I am sharing it because it has so many great curriculum connections and it really "bumped-up" a Haiku activity that had gotten stale for me.  Additionally, it allows even early English Language Learners to experience wonderful success.  Finally, there are some great connections to decomposition in Computational Thinking.

A few Curriculum Connections taken from Ontario Grade 5 Writing

1.1 identify the topic, purpose, and audience for a variety of writing form.

1.2 generate ideas about a potential topic using a variety of strategies and resources.

2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features.

2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies.

2.4 use sentences of different lengths and structures.

3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies.

Procedure

1./ Introduce Haiku to students by way of this book “Guyku: A Year of Haiku for Boys” by Bob Raczka and Peter H. Reynolds. This makes the idea of this poetry more accessible to boys who are, sometimes, a little more reluctant to create poetry. There are also some great resources and activities at that website.

2./ Allow the students the opportunity to recognize the pattern themselves? What do all of these poems have in common? This is decomposition - the first step in Computational Thinking.

• Three lines - not rhyming.
• 5 syllables followed by 7 syllables followed by 5 syllables,
• Each poem tells a short story or has a complete idea.

3./ Lots of scrap paper, pencils and GO!  

• Let them create.
• At least three is the expectations, but there is no limit on creativity.
• Reinforce the idea of tinkering - massage the language to get more from less.
• Encourage sharing and, most importantly, syllable counting and checking.

4./ Have them select a favourite and present it using two sprites on Scratch. One sprite to read the poem, while the other claps or drums or meows the syllables. Additionally, they are to add a variable counter for Haiku Lines and Syllables.  

My students were familiar with Scratch, but at different stages of proficiency. My mid-year arrivals are still beginners, while others in the class have long since eclipsed my skill level.

I used this example as a guideline. It also provided me with a comfortable way to introduce the upcoming Health Unit on Human Development and Puberty.

• Struggling students were allowed to use my code and remix it.
• Students with limited proficiency copied code from handouts, and were encouraged to look for patterns that could be duplicated.
• Students comfortable with the program created it on their own - referencing my code when necessary.
• Advanced students were encouraged to find a more interesting approach to the code and the final product.

We shared our final products on Edmodo in order to allow other students to offer positive feedback.

Here are some examples.  Nevaeh's Haiku Diya's Haiku Hadil (ESL) Haiku

Have Fun!

"Talk Less - Smile More" Aaron Burr from "Hamilton"

When I was in my second year of university, I took a course called “An Introduction to Personality Theory and Research”.  I loved it and I dove into my studies voraciously. It was as if I was perpetually on the verge of cracking a secret code miraculously overlooked by Maslow, Freud, Jung and Skinner. You know - the typical delusions of grandeur that possess a twenty-something with an inspiring professor, easy access to books and a patient girlfriend willing to indulge half-baked theories and rants.

Around mid-November, I began to craft my coup de grȃce - An essay of such deeply referenced research and powerful eloquence that my professor would be utterly bewildered by my brilliance. Much like Ralphie in “A Christmas Story” I anxiously awaited its return. Unlike Ralphie, I received a B and not a C+.  However, more stinging was a single word, aggressively etched in red ink on the third or fourth page of my treatise.

Parsimony!!

I’ll admit, I had to look it up.

Parsimony is stinginess. It is the quality of being careful with resources or, as Merriam Webster puts it “economy in the use of means to an end; especially:  economy of explanation in conformity with Occam's razor.

It was a valuable lesson, and one of which I still need to remind myself. Say more with less. I thought about that today when I debated writing another post. I have a whole bunch of them rattling about my cranium like errant billiard balls and I wondered why I kept procrastinating. I think it is because I know I won’t easily respect the need for parsimony.

• I must respect the need for parsimony.
• I will try to write more often.
• I will make use of bullet points when it helps me summarize ideas.
• I will write in the same way that an Ignite Talk is done. (Perhaps even recording them with pics and posting them on YouTube).
• I will try to keep my posts in the 500 - 750 word range.
• Hyperlinks are my friend.
• “A Christmas Story” is still one of my favourite movies.

Computational Thinking in Art -TLLP Activity 1

This spring, I will be presenting at the Thames Valley District School Board’s S.T.E.A.M. conference. When I put my application in, I was taking a risk. I agreed to present results from a few activities I had never tried. I wasn’t entirely sure what I was going to ask my students to do and I had no idea what they might create. I did know that I wanted to investigate one of the key pillars of computational thinking, decomposition.

Decomposition is, as it sounds, the breaking down of a complex problem or system into manageable parts. During this process, patterns are often revealed and a deeper, richer understanding of a solution can be reached.

In mathematics, the connections are obvious. Breaking a problem into smaller parts has always been a hallmark of problem solving methodology.  However, I wanted students to learn to develop this skill to investigate art and literacy.

CURRICULUM CONNECTIONS

Connections are numerous. I have highlighted a few from the Grade 5 Visual Arts & Language curriculum.

Visual Art D2.2 Grade 5 students are learning to explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding. EX:  Piet Mondrian’s paintings use colour, line, and geometric shape to create an impression of movement.  

Oral Communication 1.4 Grade 5 students are learning to demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details.

Oral Communication 1.7 Grade 5 students are learning to analyse oral texts and explain how specific elements in them contribute to meaning.

Reading 1.7 Grade 5 students are learning to analyse texts and explain how various elements in them contribute to meaning.

Writing 1.6 Grade 5 students are learning to  determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose,

ACTIVITY 1

Students were organized, in advance, into 6 groups. I was sure that students with academic or language needs (I have a high ESL population) were separated into different groups. I also made sure that every group had at least two students with strong literacy skills.

I was fortunate to be accompanied by two Teacher Candidates from Althouse College at Western University. Consequently, each group had ready access to an adult who could help them (a) stay on task and (b) support them when challenged.

We began by looking at the concept of minimalism, using the following Google Slide Each group was provided with an editable copy of this slideshow on a Chromebook. This is important because the display on the Chromebook is far superior to that of a classroom projector.

After introducing four paintings by Yves Klein and Barnett Newman, students were encouraged to discuss their opinions and ideas about the pieces with these guiding questions.

Slide 7: In the space below type in Words that come to mind when you and your group first look at any of  these paintings.  Anything goes. Whatever words pop into your head. You don’t have to agree.

Slide 8: What do these paintings have in common?

What rules do the painters seem to be following?

Use the space below to type your ideas.

Slide 9: Can an artist tell a story with a painting like this one (or one of the others)

What story is he trying to tell? (Picture of Who’s afraid of red, yellow and blue)

Share your ideas in your group.

A member of the group was responsible for typing responses into the provided space.

You don’t have to a

Here is what one group chose to share (See Slides 7 - 10)

A class discussion followed and all ideas were shared. Responses were also screened with the class projector. A final conversations about minimalism and simplicity of design followed. Opinions were varied.

“It isn’t art, it is just three lines of paint. I could do that.”

“I’ll bet it looks better in real life.”

“It is art. It makes you think.”

 

EVALUATION

Anecdotal notes were taken to evaluate students on Visual Arts D2.2 (above) and the Learning Skill of Collaboration as outlined in the Growing Success Document

Page 17

The student:

• accepts various roles and an equitable share of work in a group;

• responds positively to the ideas, opinions, values, and traditions of others;

• builds healthy peer-to-peer relationships through personal and media-assisted interactions;

• works with others to resolve conflicts and build consensus to achieve group goals;

• shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.

RESULTS

Engagement was high and the discussion was rich. The students liked creating a story for the final picture “Who’s afraid of red, yellow and blue.” Students seemed comfortable sharing their ideas about the art piece because of the simplicity. This was a wonderful stepping stone to get to the next activity. All students met expectations and some exceeded it.

A Perspective on Prayer in Public Schools

Recently, a “news” article appeared in my social media feed. In it, the writer, Dean Daniels, reports that Brampton, Ontario, Mayor Linda Jefferies has allowed the Peel District School Board to allow Muslim prayers in its schools. It goes on to state that “one religion is being promoted over another” and that “no other religion is granted exclusive acknowledgment to students”.

It immediately generated feedback in my social media community. Those who took this at face value were understandably concerned. They asked questions, such as:

• “Why can’t my son, who is Christian, be allowed to share his faith at school?”
• “Why is only one group being provided with this opportunity?
• Isn’t this a public school? Aren’t public schools supposed to keep faith out of the curriculum?”

Misinformation & Inaccuracies

Let’s break down some of the misinformation and inaccuracies in the article. The first thing I noticed was the “source” for this “news”. It comes from a website/blog called www.dennismichaellynch.com. Immediately, that makes me question the veracity of the article. Dennis Michael Lynch is, by his own admission, a right-wing, pro-Republican pundit who has focused a significant portion of his work supporting an anti-immigrant agenda. I won’t politicize this writing more than I need to and I am not trying to oversimplify my argument by claiming the article is racist or Islamophobic. I just think it is important to mention that this is not an article written by any of the major news outlets in Southwestern Ontario, where the Peel Board and Brampton are located. Additionally, the website owner is an American - not a member of the Brampton, Mississauga or even Ontario community. The “author” of the article, a Dean Daniels, does not have any biographical information on the website. He does have an archive full of articles with a clear right wing, pro-Republican bent, so I am making the assumption that this is a pseudonym for Lynch or that he is also an American.

The headline claims that “parents are fuming”, but the article fails to identify these parents or the evidence from which this statement can be made. Who are these parents? Did you interview them? There is a great divide between "fuming" and "concerned". This is a powerful example of a “false narrative” leading to the “Misinformation Effect".  After reading the false narrative of the article (which I will discuss and debunk later), parents could be understandably upset. Consequently, the article suggests a reality that will eventually support its own claim. Hopefully, I can present a more honest narrative that will assuage those concerns.

Let’s start with the first line of the article, as I feel it speaks volumes about the absence of any quality, journalistic investigation. It reads, “Mayor Linda Jeffrey of Brampton, Ontario, has allowed the Peel District School Board to permit Muslim-based prayers within schools on Fridays…” For many Canadians, the problems with this statement is obvious. For those without that insight, I'll elaborate.

City mayors have no say in school board policy. In Canada, education falls entirely under provincial jurisdiction and is implemented by elected officials called trustees. (see here and here for more information).  Consequently, Ms. Jeffrey may have an opinion about prayer in school -- but she does not make or influence policy. Furthermore, the Peel District School Board covers the cities of Brampton and Mississauga as well as the town of Caledon. Why would the mayor from one area dictate policy to three?  

This is only one example of several that highlight a lack of journalistic integrity evident in this writing. However, I won’t waste  any more time picking the article apart. The inaccuracy evident in the first sentence of this article says enough.

Disclosure

I am an educator at a large school (900 students) in London, Ontario. London is, according to the 2011 census, the fifth largest city in Ontario and is predominantly caucasian. 82% of the population comes from European locations and 62% identify as Christian and only 4.4% of its citizens practicing the Islamic faith. Despite these numbers, I am at London’s most multicultural school. We currently have the largest population of English Language Learners (ELLs) in our board. Last year, we welcomed more than 80 students who fled the violence in Syria, the most in our board. Additionally, our proximity to the London Mosque, has resulted in a large Muslim population in our community. In fact, In my classroom, 17 out of my 28 students come from families that practise the Islamic faith. That number, about 60%, might be a little high for the school; but, I think it is fair to suggest, about half our students are Muslim. Consequently, I am writing from my perspective and I have no information on the practises of the Peel Board. It has, however, released a fact sheet to address the misinformation resulting from articles like this.

Some Truths

An important point about prayer needs to be made. Prayer has always been allowed in public schools. Public schools no longer promote any specific faith, but they also don’t prevent students or staff from celebrating their faith (as long as it does not interfere with other people). For example: At my last school, I had several Christian children who prayed before meals in the lunchroom. I have had students from families who are Jehovah’s Witness who have respectfully asked to permission remain seated during the National Anthem because it is in contravention of their beliefs. Additionally, they decline opportunities to participate in activities related to Christmas, Valentine’s Day, Halloween or birthdays. A former principal at my current school was a devout Christian who ran a multi-faith prayer group at recess and I have also had Muslim students ask to go to a corner, in the classroom or hallway, to pray at midday (dhuhr) or in the afternoon (asr) which correspond reasonably with our Nutrition Break periods on our balanced day schedule.

Public schools are also required to provide a place for prayer when possible. The last two words are important. Students must be supervised at all times, so a private place can not always be provided. As I mentioned, at my school, the Muslim students would leave the classroom and find a place in the hallway where they could have a semi-private space but also be supervised. They would usually pray for about five minutes and then return to eat with their friends.

Our Muslim population has grown exponentially over the six year that I have taught at my current school, We are fortunate to have a large contingent of English as a Second Language (ESL) teachers, some of whom are Muslim and who speak Arabic. This team has volunteered to supervise a multi-faith prayer space in the ESL portable classroom during the second lunch break. They run it as a club, the same way I run volleyball or the similar to the way our devout Christian principal would run his prayer club in the 2000’s. Students who wish to pray can go out to the portable during a specific 15 - 20 minute block of time during the second nutrition break. Consequently, this doesn’t interfere with other students or learning and the kids are supervised. Some days it gets cancelled and the most devout kids will still ask to pray in the corner of the classroom during lunch.

In a nutshell

• Prayer is not promoted, but is not eschewed at public schools
• If possible, public schools should provide a multi-faith space for prayer.
• We are able to provide that space because a team of teachers have volunteered to supervise it.
• To answer the question raised in the article that “one faith is being promoted over the others” I will again point out that all are welcome to attend the prayer room. Some parents have asked about this and have also been concerned that their child is not being afforded the same opportunity. We have made it clear that the prayer space is multi-faith and that their children are welcome to attend it. They are not told what to do when they are in that space. They are, however, expected to be reasonably quiet and respectful. So far, no children of other faiths have chosen to take advantage of the opportunity we provide.

At my school, about 15-20 students from several grade levels choose to use the space. That is less than 5% of our total Muslim population. This reinforces the fact that different people choose to celebrate their faith in different ways. Far too often, I hear people make blanket statements about “Muslims” - as if to suggest that 1.5 billion practitioners of a faith operate as a unified block. The same applies to Christians. I have met Christians along a broad continuum, from those who are fervently and vocally devout, to those that attend church only on major holidays, to those that only identify as such on a census ballot, but do not practice their faith. The same is true in the Muslim world.

My Hope

I hope that my perspective can reach as many eyes as the Dean Daniel’s March 13 piece that inspired it. At last count, it had 95,000 shares. I would welcome him (if he exists) and anyone to contact me. In a perfect world, I would have him to meet my students to see first-hand how unique, smart, kind, funny, caring and wonderful they are...even the Muslims who seem to concern him so much.