Our Study of Numbers

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The students in Grade 3 showed how they construct their understanding of numbers, from different ways of representing number values, place values to using numbers to make patterns. The situations created for students helped them to make the necessary constructions. We have attempted to aim for more meaningful learning by veering away from too much repetitive number drills in class. Here are some sample works:

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Karen Chacon

Homeroom Teacher Grade 3

Mentari School Jakarta

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Community

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Our Grade 3 students have been engaged in the Unit of Inquiry on community, which is under the transdisciplinary theme ‘How We Organize Ourselves. As the central idea of ccommunities provide services to meet people’s need, our third graders started the journey by watching a video about community. They visualized their thinking using See-Think-Wonder, and searched more about kinds of community around them. They created Y-chart to identify types of community and discussed in a group discussions.

Having discussion about concept of community and types of communities, as well as the characteristics of each type, our students continued the learning journey by visiting Perum Telaga Kahuripan Marketing Office to get information about services and facilities in a community. It is very interesting to see that for the children could directly relate services and facilities to human needs. The Officer patiently answered student’s questions about services and facilities in Telaga Kahuripan Housing.

Going further, they gathered information from various sources to find reasons people live in the local community. They listed down the common reasons stated from various sources and make conclusion based on the datas collected (Decision Making Chart)

They created this chart in a group to find the advantage and the disadventage of living in certain community. They decided the most important facilities that each community should provide.

They made a map of ideal community and presented it in front of their classmate.

They continued the journey by making a miniature of the local community and how they design the community. Its very impressive to listen to their explanation. And they are ready to have a learning celebration in the end of the unit.

Madania School

DIFFERENT TYPES OF MULTIPLE INTELLIGENCES

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“Well begun is half-done”- Aristotle.

As the beginning of our first unit for the very first term, “Who We Are” it was time to know each other & also have an interesting prior knowledge to take the first step to drive into the IB inquiry path. Keeping in mind one of the lines of inquiry for the current unit, “Different types of multiple Intelligences”. I designed an activity through which we all should get acquainted with each other in the class as well as to understand how different we are from each other in the terms of multiple intelligences.

The students were given old magazines & newspapers from which they had to cut the nouns/adjectives which described them the best & then stick it on the outline of self portrait drawn by them(It also involved their drawing skills.)This was also a good way of integrating English & UOI under one theme.

Later they reflected on their work by discussing their pictures in the class. This helped them to comprehend that each one of us is smart in our own way & we all possess different intelligences. It was a very interesting activity as they all were completely engrossed & engaged in depicting their best.

HIME

ANGELENE

By

Ms. Smita Benuskar

Homeroom Teacher Grade 5

GMIS – BALI

Activity on Civilizations

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Grade 5 is in their second stage of the Inquiry Cycle, “Finding out”. They are learning various aspects of ancient civilizations. The central idea of the unit focuses on “Legacies of the past affect our modern civilizations and its people”, under the transdisciplinary theme “Where We Are in Place and Time”. Their enthusiasm and excitement was aptly reflected in the recent activity carried out in the class based on the ancient written languages and written modes of communication.

The activity focused specifically on broadly four major civilizations, namely Egyptian, Chinese, Roman and Indus Valley Civilization. Although each civilization had devised their unique mode of written communication, the alphabets and symbols were very different from one another.

The children were asked and encouraged to write their names in each of the four languages used hundreds of years ago. The hieroglyphs of the Egyptian civilization along with the unique Chinese alphabets stood out as their favorite. The innovative symbols of their languages kept the students constantly interested, in awe and spellbound.

They enjoyed writing their names and sharing it with their classmates. The pride in their efforts was evident in their wide smiles and their new found knowledge.

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By

Ms. Parul Shekhawat

Homeroom Teacher Grade 5

GMIS – BALI

MIGRATION IS A RESPONSE TO CHALLENGES, RISKS AND OPPORTUNITIES

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“Tell me and I’ll forget. Show me and I may remember. Involve me and I learn.”

Benjamin Franklin.

Young minds are always full of curiosity, enthusiasm, creativity, ideas and what not. It is our responsibility to harness their potential to bring along a process where talent maximizes and skills flourish.

Entering a classroom full of bubbly and enthusiastic children encourages you to create something for them where they can learn, share and explore. Learning takes place when you are involved in the act and not just a bystander. So to go with this thought when I started my unit “Where We Are in Place and Time”, based on migration, I decided to start from the very basic things which the child can easily relate to.

I started with the tuning- in process in the form of an activity which could make the meaning of the word migration very clear to the children. I brought in a globe, some different coloured strings and a world map. The children were curious as to what are we going to do next. I could sense the enthusiasm building. The children were to ask their parents, grandparents beforehand about the place they belong to and if they shifted to the present place what was the reason behind it. With all this information in hand we started with the first step of the activity, which was to mark the country which they belong to and where they are presently living on the world map.

The children had to locate the country which they belong to on the world map and secure a coloured string on it using a push pin. Then they had to locate the country they are living in and secure the other end of the string there using a push pin. While doing the activity they kept on amusingly discussing about how most of their parents had shifted here and the place on the map became too crowded with the push pins. The meaning of the key word ‘migration’ (shift from one place to another for a long time) became clear to them here. This discussion then led to the causes of the shift and then the factors responsible for it and also the effects of migration on the country. The inquiry had started and I became a mere facilitator only answering their questions, sharing their experiences and looking at what was unfolding.

The journey had started and the freedom to research and explore a topic will open new arenas of information and learning experiences.

By

Ms. Sarita Srivastava

Homeroom Teacher Grade 4

GMIS – BALI

Doing is Believing

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IB School aims at giving immense leverage and flexibility to students to apply their learning to real-life situations. PYP curricula prepare the students to explore, touch and feel things as they learn. We say,“ Seeing is believing”. In fact learning by doing is the best way for a learner to develop an enduring understanding of the concepts taught. Making models helps to develop their thinking beyond paper and pen keeping the three dimensions in mind.

I teach Grade 3 and while teaching body systems, I found that students will find it interesting to make models of some of the organs inside the body and visualize how they look like and work. Tuning in the students with different body systems, led by research and finding out more in detail about the role of these organs in our body systems, followed by a visit to the library and Bio lab helped them to gather more information by reading related books and seeing the models of vital internal organs. Now sorting the information and reaching a conclusion to make a model of different body system which led to taking actions of exercising and eating healthy food.

For a 3rdGrader to create a complex model is certainly challenging I was overwhelmed to see the innovative talent in a 7 -8-year child, bubbling with new creative ideas to discover something with their imagination and research. The students were able to demonstrate fine precision and understanding of a complex topic like body systems. By using easily available materials like play dough, balloons, bottle, cardboard, straw, wool, glue gun Styrofoam and paints etc they created models of body systems.

Researching ideas on the internet may not be enough unless it is applied. As a teacher, I always get to learn so much from these young minds how they use their tender muscles to create and build things applying fine motor skills. Then developing public speaking by explaining their project was noteworthy. I love to see the confidence of my students and variety of styles of presentation. Just leave them to do things by themselves, who knows there is an inventor in them. Most things are learned by experience.

A very famous quote by

“I hear and I forget I see and I understand. I do and I remember” – Confucius

 

 

 

By

Ms. Seema Narang

Homeroom Teacher Grade 3

GMIS – BALI

Celebrating Indonesia’s Independence Day

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Celebrating Indonesia’s Independence Day

August 17 is a special day for Indonesia. Every year, we celebrate Indonesia’s Independence Day. The world’s most populous nation, Indonesia gained its independence from Dutch colonial rule on August 17, 1945.

This year, our students were very excited in participating in the country’s Independence Day celebration. They asked what games they were going to play. Yes! Apart from flag raising, we usually commemorate our national day by playing traditional games such as tug of war, sack race, and cracker-eating contest.

The commemoration of Indonesia’s Independence Day at our school was very memorable this year as our students sang national songs and did a traditional costume parade showcasing the culture of various provinces such as Maluku, Papua, Sumatra and Sulawesi.

In celebrating Indonesia’s Independence Day, our students are reminded of the history of our country, including our national heroes who fought for freedom. Here are some pictures of Indonesia’s Independence Day celebration in our school.

Flag raising led by our school principal

Traditional costume parade by our students

Cracker-eating contest, one of the traditional games, played by our students

By: Nancy Benedicta, Grade 3 Team Teacher and Eka Fridayanti, Grade 3 Co-Teacher

BINUS SCHOOL Simprug

nbenedicta@binus.edu; efridayanti@binus.edu