Grade 4 Lesson plan on Nutrition

Every year I teach a 6 week unit on health related activities for Grade 2-5. The following lesson plan is for Grade 4 with students that have different levels of English proficiency.

Concepts and Skills

Vocabulary for food names; Understanding the food pyramid; Identifying the different food groups

Differentiation for ELL students at different stages of language acquisition

Pre-production

• Students should make flashcards to learn the food names necessary in the unit
• Draw their own “interpretation” of the USDA MyPyramid
• Play relay games: “Organize the Food groups” 

Early production

• The teacher can use the flashcards to test students knowledge (yes/no or a one word response is acceptable at this stage)
• Label a blank USDA MyPyramid worksheet

Speech emergence

• Student can discuss in groups about different food types identified in class; what they consider nutritious or healthy food and the types of food they bring to school.
• They can create in a food journal a menu of nutritious food that they would like to bring to school

Intermediate fluency

• Students can research and watch a short videos on nutrition for kids. They can write a short summary of what they have learned and read it to their peers in class.
• Students can compare and discuss the USDA MyPyramid with a food pyramid of another country for example, Australia
• They can record their weekly eating habits in a food journal

Full fluency

• Students can research and watch short videos discussing nutrition for kids. They can write a short summary of what they have learned and create a short visual presentation for their class.
• Students can compare and discuss the USDA MyPyramid with two or more food pyramids from different countries
• They can organize simple activities or games about nutrition
  
  
  Sources
  Haynes, J. (2005). Stages of Second Language Acquisition. Retrieved December 27, 2016, from http://www.everythingesl.net/inservices/language_stages.php 
  
  Haynes, J. (2010). Teaching about Nutrition. Retrieved December 28, 2016, from http://www.everythingesl.net/lessons/food_unit.php

Special needs education and the student referral process

Special needs education and the student referral process

In the past, students with learning disabilities had to attend Special Education schools, but due to a government change in policy, students with learning disabilities are now allowed to attend "mainstream" schools. Still, many state schools do not have the expertise to work with students that have mild to severe learning disabilities. Teacher training in special needs education is still limited to 2 day workshops and it will take time before some schools will be able to cater for students with different learning disabilities.

Windhoek International School is an inclusive school situated in Windhoek, Namibia. It has a dedicated Learning Support department consisting of 5 staff members supporting students and homeroom teachers both in Primary and Secondary school.

The school prides itself on the support they provide students with learning disabilities and invests in resources to improve the services offered to students.

As in the Finnish education system, early detection is crucial to identify student learning needs, and provide the student and teacher with the necessary strategies to work effectively in class. In cases, where specific interventions are not effective, learning support will provide the student with an IEP. This is an individualized education plan designed for the student's specific needs. Students will receive out of class activities with a learning support teacher to assist in achieving set goals in a predetermined time.

Parents might also be advised that their child should receive additional help from professionals such as, Occupational therapists, Psychiatrists or Speech and Language therapists. I do feel that both the homeroom teachers and learning support team should exhaust all the tools and strategies at their disposal before recommending the student to an outside professional.

A student "welfare" team consisting of a school administrator, school counselor, learning support and homeroom teacher can meet bi-weekly or monthly to discuss the progress of specific students with learning disabilities. Currently, it is only the homeroom teacher and learning support teacher that works on strategies for students with learning disabilities.

WIS is only now starting to make use of technology in class to facilitate students learning. The School of One in New York is an example of using technology as a tool to support a diverse group of students with different learning styles. As the teaching and learning software algorithm learns the strengths and weakness of a student and adjust the level of learning accordingly, the teacher can spend more time on assisting students of concern. The cost of this technology might be too high for a school in a developing country, but most kids own a smartphone or tablet. Teachers can explore using these technological tools to facilitate student learning. Activities that is a possibility is research, taking notes, creating digital projects and much more.

The referral process at WIS seems solid and comparable to current practices found in schools in developed countries, but as new research offers new information every day, teachers should be encouraged to make use of social media to keep up to date on current trends to provide their students with the best possible help they can get.

Two interviews were conducted with staff members working at Windhoek International School to hear their thoughts on special needs education at the school.

Interview with Ms. Ronel Bosch (Learning Support Coordinator)

How is a student identified for special education referral?

New students: We usually identify learning needs or other barriers to learning during entrance assessments. If necessary then we will have a meeting with parents to get additional information.  If necessary we will also do an educational psychology assessment to better understand learning needs.  We can also ask input from occupational therapists or speech and language therapists.  In some cases we can also contact a psychiatrist.  We try to get as much info as possible to decide whether we will be able to cater for the specific learning needs of a student before offering a place.

Current students: We use a referral process where the homeroom teacher completes the form and have discussions with Learning Support (LS) to decide on the plan of action. A parent meeting is always part of the process to decide on a plan of action.

Who takes responsibility for the progress of the child before and after the referral?

Homeroom teachers are the main role players to support inclusion. The LS teacher responsible for the child will work with the homeroom teacher to ensure that the necessary support is given. LS will help with differentiation ideas in Language and Maths.  The student will also have three to four LS sessions where specific focus will fall on building blocks and filling learning gaps. All info will be compiled in an IEP (individual education plan/ we prefer the term optimal learning plan). Homeroom teachers are mainly responsible for the student's social-emotional and academic progress. LS teachers are mainly responsible to ensure support is given to the student, homeroom teacher and parents. LS is also responsible to communicate with outside professionals (occupational and speech and language therapists and psychiatrists). Sometimes a student will need a tutor for one on one contact and support in all classes. This is organized by LS. Tutors are paid by parents and are only responsible for the individual, not other students in class.

What is the school administration's directive for special education?

We have a Learning Support policy.  

What provisions are made for students identified for special education?

Primary: full on support = support sessions to fill identified gaps.  Focus areas can be literacy, numeracy, fine and gross motor skills, behavior.

Secondary: if recommended by an educational psychologist the student can make use of a Reader and Scribe and extra time, OR only a Reader (we now have moved over to reading software) and extra time, OR only extra time during tests and examinations.  Identified students will also receive small group spelling support and study skills support.

What is the level of parent involvement in referral process and special education?

We believe strongly in a team approach.  Parents are fully involved and decisions are not made without the involvement of parents.

Interview with Mrs. Jacqueline Ferreira (Grade 1 Teacher)

How do you identify a student for special education?
A baseline assessment is done when student enters the class to see where the student is. Should the student not be on par within the correct age appropriate development then a further screening is done to see where the major struggle areas are. A couple of months is given where the child is exposed to various things to see if his/her development is just lagging because of lack of exposure. Should this not be the case learning support is called to identify areas of concern and best strategies to support the child.

What are the signs of a struggling student?
If a child cannot maintain appropriate levels of concentration for his/her age it's a concern. Speech delays (child should be fluent in their home language). Gross and one motor delays which stop him/her from playing with other children their age. Sensitivity to touch from others or to different textures.

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?
Expose and integration within the class. With young children sometimes it is lack of exposure to school/sensory settings.

Advocating for quality physical education in schools

"Quality Physical Education (QPE) is an essential entry point…to learn life skills, and develop positive patterns of behavior" (MINEPS V 2013)

It has been proven that students that are physically active at least 60 minutes a day may experience better health, self-confidence and achieve better grades than those students that are less active. There is also an inter-disciplinary aspect and students can learn specific concepts and skills for subjects taught in their classroom from a physical education perspective: subject examples include languages, mathematics, science and the arts. The current reality is that 32 percent of children and adolescents (ages 2-19) are overweight or obese, and most are too sedentary, do not meet physical activity recommendations, and are not offered sufficient physical education (Shape America, Shape of the Nation 2016).

In the US, the No Child Left Behind Act of 2001 identified the following subject areas as “core academic subjects”: English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history and geography. The exclusion of physical education sent a strong message to state and local school boards and education policymakers that the federal government viewed physical education as a marginal subject (Shape America 2015).

In my research, I have  found that some schools only offer 1-2 physical lessons per week with class sizes up to 40 students. Many states allow PE substitutes, while some states allow physical activities to be withheld from students or used as a form of punishment against them. A school is a great place for children to get physical activity in a safe and organized way but there is a large disparity in state requirements and implementation, affecting children’s ability to engage in and benefit from these programs. 
National organizations such as The Society of Health and Physical Educators America (SHAPE America) can use their large membership base to influence educational policies that can affect physical education as a subject in schools. This can be achieved by serving on state department educational committees, providing input and submitting proposals that can be taken to Congress for consideration. Shape America already sets the National Standards and Grade-Level Outcomes for K-12 Physical Education and works with over 50 states and national partners to support different physical activity initiatives across the US.

In July 2016, the NEA newspaper reported that with the signing of the ESSA Act in December 2015, there is a call for a "well-rounded education" for all students, which includes physical education and making the subject eligible for federal funding. It is now up to state departments to work with district schools to find the best way forward to implement the new ESSA Act. 
SHAPE America's Legislative Action Center is also advocating to ensure that appropriators in Congress follow the bipartisan Congressional intent and fully fund the state block grant in Title IV, Part A of the Every Student Succeeds Act that supports health and physical education in schools at the authorized level of $1.65 billion (SHAPE America 2016).

Internationally, there is also a push for change in policies regarding physical education in developing countries. UNESCO is the United Nations lead agency for Physical Education and Sport (PES). They provide support to governments and NGO's by providing guidelines to policy makers to develop an inclusive, child-centered physical education policy that supports skill acquisition. The outcomes of the QPE policies is to contribute to 21st-century skills, such as physical, social and emotional skills which develop self-confident and socially responsible citizens. 
These programs or initiatives seem to be aimed at developing countries who might not have clear policies and guidelines on delivering quality physical education in schools and these countries can benefit from the expertise offered by UNESCO and its partners such as the European Commission, International Bureau of Education, International Council of Sports Science and Physical Education, etc as most developing countries do not have clear policies.

The National Institute for Educational Development (NIED) in Namibia developed a physical education syllabus in 2015 but still it only focuses on skills-based outcomes and none of the essential skills a student will need to succeed in a modern society. Despite the fact that a PE syllabus is available, physical education lessons in Namibian state schools are still virtually non-existent and when offered, students are given a ball to play any game they want without proper instruction. Some of the difficulties that schools face are a lack of trained PE teachers, facilities, and equipment. 
If the Ministry of Education saw PE as one of the priority subjects that contributes to the development of the whole child than an initiative such as the UNESCO Quality Physical Education Policy can support the MOE and its stakeholders to revise any current policy that affects physical education in schools. A revised policy will help in setting specific goals such as providing training for current and future physical education teachers, investing in basic sports facilities, sports equipment and implement a curriculum that will develop critical thinking, problem-solving, effective communication, collaboration skills, and open-mindedness.

In conclusion, national and international organizations can influence educational policies in specific countries by providing findings on research studies and data to support the implementation of educational programs that can benefit every student, teacher,and administrator.

References

SHAPE America (2016). Shape of the Nation . Retrieved from
www.shapeamerica.org/advocacy/son/2016/upload/Shape-of-the-Nation-2016_web.pdf 
 
SHAPE America (date unknown). Explore Physical Education. Retrieved from http://www.shapeamerica.org/explorePE.cfm

neaToday (2016). Goodbye 'Core Subjects', Hello 'Well-Rounded Education'.  Retrieved from http://neatoday.org/2016/06/21/essa-well-rounded-education/

UNESCO (2016). Promoting Quality Physical Education Policy. Retrieved from http://www.unesco.org/new/en/social-and-human-sciences/themes/physical-education-and-sport/policy-p

NIED (2015). Syllabus and Learning materials. Retrieved from

http://www.nied.edu.na/documents/syllabuses/