Recently I was chatting with the math department head at Burnaby Mountain Secondary, Ms. Reily, about skills and competencies needed as students transition into secondary learning. The K-12 curriculum has shifted toward building thinking and communicating skills as a problem-solving foundation that is applicable across all areas of learning.
Here is what Ms. Reily shared with me:
In the spirit of community-building, Division 3 built Valentine’s robots for our Grade 1 buddies!
From the beginning of language, humans have told stories to communicate the past and current learnings, to explain the world around us, and to connect and comfort.
They tell others who we are, where we are from, what we believe, and about the experiences that shape us. We learn empathy, lessons about friendships and possible dangers. Our stories teach and inspire.
The secondary schools in Burnaby have been starting their parent information evenings and getting ready to welcome a new crew of grade 8s in September!
Our grade 7s are gearing up to start our visits to our catchment high school, Burnaby Mountain Secondary. Our first visit is on the morning of February 23, where students will get to tour the building, meet some of the staff, and get a sense of the different electives/programs available at BMSS. More information about courses and electives can be found here. School information from the open house night can be found here.
If you are planning on attending a different high school, you will receive course selection information upon acceptance. Until then, we will have all students fill out course selection for BMSS.
In the current novel we’re reading, The Giver, the world is a place of grays and beiges. Everyone under twelve recognizes their birthday on the exact same day, and people take medication to suppress their feelings. Great steps are taken to avoid any amount of physical or emotional pain. People dress the same, and life’s big decisions–jobs, domestic partnerships, and even children–are chosen for you. If members of the community are no longer able to contribute to society, they are released, keeping only the most “productive” of people.
Most students in Division 3 have expressed this is not a world they’d want to live in, and they have many reasons why–namely, a lack of variety or diversity. By minimizing difference/diversity, in what ways is the society in The Giver weaker or unappealing place to live?
Today we also discussed being able to argue both sides of an issue in order to predict and counter an opposition’s argument to your stance. What are some reasons that it might be beneficial to limit decision making and difference (i.e., what do you think is the goal of the Elders by setting these limitations on the community?)
What is something you’re looking forward to exploring in 2023?
Wishing everyone a cozy, safe, and recharging winter break. Enjoy your time with friends and family, and if you are celebrating, I hope you have a blast! See you again in 2023! 😊
Kamui Mintara Playground of the Gods, Burnaby Mountain, 2017
Division 3 has been looking at the emergence of art as early humans developed conceptual thinking and and some understanding of themselves in relation to the world around them. Examining the cave paintings from France, Spain, and Argentina, we noticed they often pictured large animals such as mammoth, bison, horses, deer, etc. Some of the paintings featured depictions of humans and arrows or spears. Some anthropologists suggest these depictions may have been intended to “enchant” big game animals for a successful hunt. Or maybe they were recording stories from their lived experiences for future generations. The negative-space hand prints are, perhaps, the most haunting of the cave paintings. It’s almost as though you can reach out and touch our early human ancestors living in the midst of an ice age!
Earlier this week, we headed out to the forest to collect raw materials that could be combined to create painting tools. Students gathered sticks, grass, rocks, leaves, etc. Then we brought them inside to adapt the raw materials to create useable tools. We agreed that we could use twine to bind things, but no glue or tape.
Finally, we got to painting on our “cave” walls! Students worked on vertical surfaces and different heights to experience a tiny bit of what it might have been like to paint this way. Some students worked more independently, and some collaboratively in order to create their images. They attempted to work in the style of the cave paintings from France and Spain, and depicted similar subjects as well.
Hour of Code takes place during Computer Science Education Week, which is this week!
Some smaller versions of our now-grade 7s! This photo is from when I visited UHE a few years ago to teach some coding, back when I held a district position.
The idea behind Hour of Code is get everyone participating in a coding activity at some point throughout the week. Students have all different levels of experience with coding, and it has become part of our B.C. curriculum. While we understand that not all students will grow up to become programmers, learning coding and computational thinking in school helps demystify the powers that drive our everyday technologies, broadens participation in the field of computer science, and nurtures problem solving skills. It is essentially a new literacy needed as our children grow up and navigate the world.
Thinking about coding and modern technologies is especially interesting as we also examine and think about prehistoric technologies early modern humans used to survive, thrive, and observe their world. Division 3 has been looking at some of the earliest cave art found in Spain, France, and Argentina. This week, students are combining found natural materials to create tools that could be used for painting–then we will test if they work! Keep an eye out for some of our process and finished pieces!
I have positioned some coding links on our Hour of Code page. Feel free to check them out!
Today Division 3 was learning about archeological processes and how scientists determine information about the past based on artifacts. In pairs, they examined several artifacts illustrated in the text. They speculated about what the artifacts were, what they were made of, and who may have made or used them, and then had to justify their ideas.
We also looked at this more contemporary artifact. Students were stumped!
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