Sekolah Victory Plus
Central Idea: Equal access to the earth’s finite resources provides challenges for the global community.
Key Concepts: function, connection, responsibility
Related Concepts: finite resources, distribution, access, equity, conflict resolution
Lines of Inquiry:
- Finite and infinite natural resources
- The distribution of natural resources
- Challenges to have equitable access to natural resources
As the tuning in activity, students were given some pictures of different objects, such as wood, sunlight, car, drawer, cotton, shirt, coal, burger, house, crown, windmill, refinery, grain, ocean, and the electricity tower. They worked in group to classify those objects into two classifications. Some groups came up with common and uncommon things, then some classified them as nature-made and man-made. This activity held to show their prior knowledge about natural resources. Therefore, they could identify things that are natural or come from nature and those that are produced by man.
After that, students showed their understanding about what natural resources are by using Frayer Model. Next, students worked in pairs to sort out objects; found out its raw material, analyzed the object, made criteria about finite and infinite, then finally defined finite and infinite. The objects are spoon, drink can, plastic, paper, cake, cloth, and glass. They did research to answer those questions.
We provided some articles to be read at home by the students, entitled “Everything Comes From The Earth” and “Natural Resouces”. They also needed to fill in the vocabulary list given. As the first line of inquiry assessment, students worked on a T-chart about finite and infinite natural resources. They needed to write the definitian as well as the examples.
For the second line of inquiry; the distribution of natural resources, we supported the materials with an e-book called “I Need to Know: An Introduction To The Oil Industry & OPEC”. We focused this inquiry on oil as the finite resources. Students learned what crude oil is, what petroleum is, how oil is formed, why oil is important, and how to find oil (upstream) as well as refine oil (downstream). Beside reading the e-book, students need to respond to the passage by filling in several visible thinking tools as follow:
They also learned about the distribution of natural resources in Indonesia. First, they are divided into 5 groups to find out about well-known places that produce natural resources in Indonesia, such as Sumatera, Jawa, Kalimantan, Sulawesi, and Papua. Then, they traced the island in A3 paper and did research about what kind of natural resources found in those five islands, specifically in what city or area it is.
We also invited experts who helped us to teach students deeper about oil, especially about the distribution process of oil or petroleum, starting from the exploration process up to delivery process to the gas stations. The experts are Bapak Mega Nainggolan from PT Energi Mega Persada Tbk. (“EMP”), an independent upstream oil and gas company headquartered in Jakarta, Indonesia and Mr. Mike Irvine, one of our school parents who works for an oil company.
Students needed to organize the information they got from the experts by filling in the visible thinking tools provided by teachers.
We went for an excursion, too. It was actually the library lesson program. Ibu Any, our teacher librarian, has focused on water as the natural resources learned. She took students to water filtration office in Kemang Pratama, Bekasi. The purpose of this visit is for finding out about clean water processing in Kemang Pratama area.
For the last line inquiry of this unit; challenges to have equitable access to natural resources, we brainstormed what challenges can be found in oil distributing process. Students analyzed the process in distributing natural resource (oil) – big picture; used post it to share what might happen within the process; discussed the challenges in distributing the oil to citizens; suggested how to minimize the challenges. Its challenges according to the students are, for example, infrastructure, signal, weather, license, local experts, accident, explosion, and technology.
After they shared their ideas about challenges in oil distribution process, we connected the lesson to IB Learner Profile focus for this unit, which are Principled and Caring. By looking at the numbers of post it stuck on the poster, students were aware that there are so many challenges in oil distribution process, so they thought of how they can apply our learner profile to minimize the challenges. Some said that as a principled person, we need to use petroleum or water wisely since they are finite resources. Moreover, we need to follow the rules or procedure when we are in the gas station to show that we are caring.
As the Summative Assessment or final project, students needed to show their understanding about natural resources’ distribution process, challenges of the distribution process, and suggestions to minimize the challenges by creating a PPT to explain them all. First, they needed to choose one finite resource, thought of its usage for life, its distribution process, challenges of the process, and suggestions to minimize the challenges then present them in a PPT. Most students chose oil to be presented since we learned more about oil than other resources. Some explained about gold, coal, and water.
For English lesson, our beloved English teacher, Mr.Swart, taught the students how to create an advertisement. As the tuning in activity, he asked them to create an advertisement about a floating hotel by using their own words or ideas. As the final assessment and connecting to our unit of inquiry, he asked students to do research about Indonesian Natural Resources and create an advertisement to promote Indonesian Natural Resources.
Author: Audrey Liana Tamba
(Grade 4 Homeroom Teacher, Sekolah Victory Plus)
The first day of school is absolutely one of the most important days of the year. It’s the day the teachers set the tone for their classroom for the entire year. What teachers do on the first day of school will determine their success or failure for the rest of the school year. They will either win or lose their class on the first day of school.
Our first day at school activities in Sekolah Victory Plus was amazing. It was marked by a lot of excitement from parents, teachers and students. Most kids looked happy and really waited the moment to come back to school after their long vacation.Some felt nervous or a little scared because of all the new things: new teachers, new friends, and maybe even a new school. Luckily, these “new” worries only stick around for a little while.
Here are several things we did on our first day of a school:
Set and created the display of our class agreement
By: Irma Mustafa
Sekolah Victory Plus
In Sekolah Victory Plus (SVP), we are not only teaching the students the knowledge, but we also facilitating them to put their knowledge, understanding and skills into action. Sharing the Planet is not only a sentence,a title, or a phrase. The students understand that sharing the planet also means helping other people who are in need.In this Unit of Inquiry, the students realised that there are still many children that need our support. Therefore, they were motivated to help them by running a fund raising activity, where the income was donated to orphanage and school for scavenger family. They were not only donating food, toys, clothes, drawers and other things from the money they received from the funding but they also played games together, reading stories and taught English lesson to the kids on those places. In addition, our school nurse was also involved there to do a healthy life workshop and to teach them ways to keep their body clean and healthy. All of the learning process from the beginning until taking these great actions were celebrated into a mini PYP Exhibition where we invited other students, teachers and parents to visit. It was amazing to see the students ability in explaining their learning journey as well as having a lot of positive comments from all the visitors during the exhibition visit.
By : Irma Mustafa
Homeroom Teacher of Gr.5
Sekolah Victory Plus
“Red, yellow, and blue are great alone, but when you mix them you create something beautiful. This is how lasting friendships are formed. Two individuals coming together to create something beautiful -FRIENDSHIP” – Maribel Siems
Our current central idea is about tolerance of different characteristics supports people to interact with others and build friendships. Therefore, we conducted an activity where the students could work together and explore science in an artistic way. It is amazing to witness how one activity can stimulate five trans disciplinary skills.
- Social skills
Students learnt how to work together with their friends to create a beautiful artwork: friendship wreath. They placed their hands on one primary color and then held hands with their friends to create new color.
- Self-management skills
Students learnt to play safely, not to smear the surroundings and their friends.
- Thinking skills
Students thought of different colors they could make using those primary colors. They also
learnt how to make a certain color brighter or darker.
- Research skills
Students were curious to find out what color would come if they mixed certain colors.
- Communication skills
Students communicated to each other and to their teachers about the result of the color mixing.
At the end, they might not remember what the lesson was, but I believe they remember the joy they had when they learnt.
Sheila Widya Laksmi
Homeroom Teacher of EY 2 Jupiter – Sekolah Victory Plus
To help students connect to the unit: Human migration is a response to challenges, risks and opportunities, we started with students’ prior knowledge and experiences. This is what we called “tuning in” stage. The aim of tuning in is to get students thinking about what the unit is about.
What did the students do at the “tuning in” stage in this unit? This is what they did; they were asked to move to other classes. They had to gather with different teachers and students from other classes. In the new class, students studied with their new friends and different homeroom teachers.
The next day, students were given a chance to choose which class and activity they want to join. After they had finished with the activity, they came back to their own classroom and shared their feelings when they were forced to move to other classes and when they chose where they wanted to be.
Finally to get students to tune in is to reflect. Some guided questions were given to help students shared their feelings and experiences. Below are the questions:
- How did you feel when you were forced to move?
- Why did you think it happened?
- What were the changes?
- What did you do to adapt to the situation?
- How did you feel when you have a freedom to choose where you want to be?
Most of the students said that they were shocked, confused, and sad when they had to move to other classrooms. But when they were given freedom to choose where they wanted to be, they were so excited. They also were able to come up with ‘migration’ in our class discussion. Bravo kiddos!
Students did a reflection about the tuning in activity.
Homeroom Teacher of Grade 5 Barito
SEKOLAH VICTORY PLUS (SVP)
Displays have the ability to create a rich environment that is both engaging and welcoming – displays can be bright and colorful or scientific and intriguing – either way, if they are done correctly they can really influence children’s learning.
A sense of belonging is really important in any classrooms, especially in primary school. If each student has at least one piece of their work on the wall then they will feel more at home in the classroom. This promotes a sense of pride and team spirit which is essential in any class.
Display boards also give us the opportunity to teach the class through the art of creation. By decorating the boards together with the class they will feel a great deal more involved in the overall project and remember the information the teachers are teaching them.
Here are some wonderful class displays in Grade 5 classes.
Homeroom Teacher of Grade 5 Barito
SEKOLAH VICTORY PLUS (SVP)
The first week of school is the most important week of the school year and it is always be exciting for both teachers and students after the holiday. This is the time for teachers and students to make an adjustment. Everything was well prepared to welcome those days. Everything was made to attract the students to play and learn
At the first week of school the students made their agreement. They wrote their agreement on a big piece of paper and put their colorful hand prints on it. We called it ‘Give Me Five’
- Respect each other
- Take turn
- Keep ourselves and others safe
We tried to make our days more relaxing and less stressful with fun activities that required arts and games. We read stories, created our ‘jar of stories’, played together at the big playground, made friends and shared holiday experiences. We sang IB learner profile using ‘twinkle-twinkle little star’ tune. We used movements to represent the profiles. They loved it so much, for it’s easy listening.
The students also explored and created IB learner profile in the classroom. They made it using their understanding and of course their language. They discussed, wrote, and put them on the window so they could see and read it everyday.
Our first week of school was awesome. Students enjoyed their times to play for learning and of course they had fun.
“The best way to make children good is to make them happy.”
— Oscar Wilde, author and poet
EY 2 Teacher
Sekolah Victory Plus