Classroom is a place of millions imagination. It is also the real world for the students that represents the whole world. Thus, classroom should be contextual and close to our real life. It is aimed that what the students learn within the classroom is not something abstract that is beyond the students’ hands to reach.
In the unit of inquiry “How We Organize Ourselves” with the central idea “communities make efforts to create transportation systems that meet their needs”, Reception Senior class in Sekolah Cikal Surabaya has challenging and engaging various activities that lead the students’ understanding on three lines of inquiry, which are feature of transportation system, decisions involved in using transportation, and how system of transportation respond to changing needs. Regarding those lines of inquiry, the key concepts that underlie them are form, function, and change.
Through this central idea, students are expected to develop their transdisciplinary skills and IB learner profile, such as social and communication skills. Throughout the process of learning, students will develop their cooperation by working together and helping each other within the group members to finish the tasks. Students also learn to decide something in a group to finish the project chosen.
Collaboration within group to finish the project
In addition, students will also develop communication skill, covering non-verbal communication in which students will learn how to be a good presenter in front of the audience by speaking loudly, active in showing their project with clear gesture, and keeping the eye contact to the audience. Not only developing non-verbal communication, but also acting to be a good listener to their friends’ presentation and explanation in front of the class by being attentive, respecting others who have presentation, and asking a question in a good manner.
Developing communication skill through presentation
The teaching sequences are based on the inquiry cycle started from the tuning in, finding out, sorting out, going further, making conclusion. The brief description is as follows:
Students tell their holiday experiences in using transportation from the photos.
Students bring their transportation toys to school and explain in front of the class its features and their experience on that kind of transportation.
Students watch video about kinds and the means of transportation.
Students share their real life experiences of using a certain transportation and bring the toys to represent the transportation used
Students have fieldtrip to see the transportation system in Suramadu, Surabaya North Quay, and Tanjung Perak port.
Students identify the distance from one place to another by telling their experience when they go somewhere, using map, globe, google map.
Fieldtrip to experience a kind of water transportation
Students make diorama about transportation system that meet their needs.
Students choose their destination place.
Students decide the transportation they need.
Students do mapping for their destination route.
Students try to draw a map of the destination route
Students find the information about the place they want to go with teacher assistance.
Students make the vehicle, buildings, important places, etc from the unused material that they find.
Students work together in groups to make the diorama.
Students’ diorama about transportation system
From a number of learning experiences, students conclude that to choose particular transportation means is affected by a number of factors, such as distance, time effectiveness, cost, and availability.
Atik Dian Anggraeni – Ika Fitriani
Reception Senior Teacher – Sekolah Cikal Surabaya
On Wednesday, February 28th the first Kindergarten and Reception Parent Reading Workshop was held. Parents participated in a discussion about the Kindergarten and Reception reading programmes and how they can become reading partners who help foster reading skills and a love of reading at home.
Learning to read is a skill that must be mastered; to teach and support this skill requires
patience and techniques that must also be learned. As such, this workshop was brought about by parent interest and was designed to help deepen parent understanding of the reading programme for early ages, as well as how to help children of varying abilities with their nightly reading.
The workshop also included a visit to the Library where Pak Ahmad shared information about how to access the Library’s online catalogue, then concluded with Kindergarten parents reading to their children and Reception parents listening to their child read to them. This gave the parents an opportunity to practice some of the techniques they had learned with the comfort of knowing that the teachers were there to answer questions or to give examples of how to help children learn to read.
It was a successful morning for all!
By Neika & Diego 5A
In February, we had the chance to interview Peter Dalglish. Peter Dalglish is someone who works with the United Nations to help save refugees. We are so lucky to talk to Peter Dalglish privately. We felt nervous because we were going to interview someone from the UN, and we didn’t know how to act.
Peter Dalglish was our guest speaker because our unit is about the United Nations and for our summative assessment, we have to do our school’s own Model United Nations, where we debated the question, “Should countries be required to take in refugees?” and Peter Dalglish was the perfect person to interview to help us gather information.
The next day, we still felt nervous because we found out the Global Jaya TV crew was coming to record us, so we thought there was going to be huge cameras in front of us, recording us while we asked Peter some questions. When we did the interview, we found out that it wasn’t that bad, and we just had a conversation with him. He was very kind. During the interview, we asked several questions, and he explained to us what he felt when he went on his first rescue mission, and what he feels when he sees a refugee. He said he felt happy the first time he assisted refugees because he was helping other people, but he also felt the stress and nervousness because he had never done something like that before.
We learned that helping others feels nice because in the same time, we are helping the world’s next generation. We also learned that most refugees are very caring, independent, responsible and talented. As a Global Jaya community, we need to take the chances in life to help other people, because when you are helping people, help comes back as it is given.
“The beginning is the most important part of the work.”- Plato
The Central Idea is a channel through which students embark on an investigation to explore the world around them. It is the springboard which inspires self-directed inquiry throughout the unit. Through unpacking the Central Idea, teachers can offer a pathway for students to build upon independent thought and form the basis for autonomous action.
During Week 1 of the unit, ‘Where We are in Place and Time’, Year 3 teachers created an environment where students were actively involved in the moment by moment intellective breakdown of the Central Idea. Students interdependently demonstrated authentic connections between the Central Idea and the concepts exploration and discovery through the visible thinking process. Once their collaborative thinking engines were firing, it was easy for them to self-direct their personal inquiry and exploration.
by Ibu Anna Cottrell
Year 3 A students working on making relevant connections between the Central Idea, Key Concepts and Transdisciplinary Theme. Students later added guiding questions to kick start their personal inquiry in the unit.
By: Yuyun Tri Yuniarti and Saulus (Grade 4 classroom teachers)
Grade Four students of Sekolah Tunas Bangsa learned transdisciplinary theme of how the world works. The central idea was energy may be converted from one form to another and stored in various ways. Through the key concepts of form, change and responsibility, the students learned that energy comes in different forms, cannot be created or destroyed. They explored that transformation of energy occurs in our daily life. Furthermore, they explored about the renewable sources of energy. It led them to understand that conserving energy needs to be done in order to have enough sources of energy in the future for us. As the result of learning, they took action to take responsibility in conserving the energy.
Through the pre-assessment task on drawing anything related to energy, the students drew something that needed energy to work whether it was a tool or an activity. In their formative assessment, they were asked to draw pictures which represented certain form of energy. They also identified things/equipments around them that showed the energy transformation. For their summative assessment, in pairs, they were asked to construct a model/toy by using everyday materials, such as plastic bottle and cup, straw, cardboard box, etc.. Through that model/toy they were expected to be able to explain what energy form was needed so that it can work properly and what energy transformation occurred on their model/toy. They also needed to be innovatie and creative in designing their tools. The students were so engaged because they chose to design something based on their interests.
“You’re my best friend, just like a family. We keep best moments in our mind. We remember every time with you”.
That’s a part of the song that one of Grade 5 students composed with her group in music class, as their interest for the mini exhibition project. This year, Grade 5 students chose to do a mini exhibition, as a form of Parent Presentation. They took the unit of art under the theme of How We Express Ourselves.
The central idea is “Creating and responding to art develops understanding of ourselves and the world around us”. This time, they made their lines of inquiry from their questions. Despite of challenging found in this stage, the fifth graders showed their enthusiasm by being more selective in forming the lines of the inquiry. Moreover, as they worked in pairs to do the project, the challenges seemed more interesting for them.
Other challenges were to find the information explaining their lines of inquiry, but they have tried to research using different media, such as books, the internet, as well as interviewing people at school and at home.The artwork that they explored were music, drawing, graffiti, mixed media, crafting, etc. Single Subject Teachers, such as art, music, IT, were involved to help students in guiding them during the process of collecting information and to consult on their project.
The fifth graders have learned lots of things during the process; how to learn with others, to share responsibilities, to create their own artwork, and to present the information in front of audiences. Their hard work was seen from the beginning of the project up to the D- day.
This event successfully held on Friday, 26th January. The students enthusiasticallypresented their creation such as performing their own song “Best Friends” and “The Special One”. Positive response and support from their parents and school community were seen during the exhibition. This activity will help them picturing what exhibition looks like next year.
Under the theme “How We Organize Ourselves” Grade 1 students had the opportunity to learn about the journey of food production. To find out about our prior knowledge, we worked in pairs and observed different types of food and drinks using a Mini Market activity. After having the observation, we chose one type of food or drink, discussed with our partners and presented our findings about the origins of food. The most interesting part was that some of us had an argument about the origins of potato chips, milk, and cheese.
Our friends had an opinion that the origin of potato chips is that the worker has to cut the potatoes really thin before they fry them. Others said that the origin of potato chips is from flour. The workers need to put the dough into the mold and make it really thin. After they fry the dough, they give potato flavour to make it taste like potato.
All of us agree that milk can come from animals or plants. But one of the groups that choose “milk” said that strawberry milk comes from the cow that eat strawberries, chocolate milk comes from the cow that eat chocolate bars, and vanilla milk comes from the cow that eat grass. Some other groups still didn’t have any prior knowledge about milk production.
We also know that the origin of cheese is from milk. At first, we thought that if cheese comes from milk, it means we only need to put the milk in the freezer to make it solid like cheese. Do you think our thinking is right? Scroll and read carefully our article!
After the mini market activity presentation, our teachers give us a catalogue of products then we have to categorize them based on the origins of the products (animal or plant) in pairs using T-chart. We still had confusion about the origins of food, whether from plants or animals.
Our next activity were watching videos of “How Is Rice Made. Food Facts for Kids. Inside the Farm with Kids”, “Remarkable Rice. How Does Rice Grow”, “Growing Rice in Indonesia”, and “Growing Rice in Jiuxiancun, China”. From the videos, now we know that Indonesia and China have the same processes to grow rice. After having discussions about the origins and the processes of rice production, our teachers divided us into 4 groups to make a flow chart about the processes of rice production. We made the flow charts using Paint application, session in ICT lesson.
Next, we had a storytelling session from the book “See Inside Where Food Comes From” by Emily Bone. It is very interesting that milk comes not only from cows, but also from other animals, such as goat, camel and horse! We also read “Learn about Food” by Brimax and watched a video of “How Orange Juice Is Made” to learn that orange come from seeds. After we read the stories and watched the movie, we made a flow chart by drawing the origins of food and the processes by ourselves.
Next experiment was our favourite! We put two cartons of milk, chocolate and vanilla in our school freezer and waited until the next day to prove to our teachers that our thinking was right. After two days, we took the milk from the freezer and opened it in our classroom. From the colours, we saw that the colours were different from the colour of the cheese that we saw every day. Our friend said that maybe the worker put food colouring so the cheese can change the colour into yellow. But after we taste it, it taste like ICE CREAM! IT’S NOT CHEESE! From the experiment, we realize that it was not how to produce our cheese.
From our flow chart, we made a book about food production. We could choose from milk production, juice production or rice production. In our book you can see our drawings and sentences about food production and the key roles people play in food production.
For our summative assessment task, we had a role play. First, we chose the topic (milk production, rice production or juice production). Second, we discussed with our group about the characters and who would play them. After we knew our characters, we wrote the story with our group. We practised and we made our own props.
Let’s appreciate our food and be thankful for our daily meal because the processes of food production spend a lot of time and energy!
Grade 1 students and teachers