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 PYP enhancements are continuing to roll out these next few months, all of which have helped me stop and think about my students, my classroom, and my school. But one change in particular has had me reflect and question my role as a teacher; that change is the inclusion of the new PYP Learner model, and how our students will grow through their sense of agency.
In the new document “The Learner in the Enhanced PYP,” the IB defines agency as a power to take responsible action, through voice, choice, and ownership. But what is agency? Agency is not something we give students. And it’s not something we as teachers plan for third period on a Thursday, or the last week of a Unit of Inquiry. It’s an innate characteristic that students already have, and we as educators recognize, celebrate, and honor. Awakening agency is recognizing students as leaders in their own learning processes. According to the IB, “agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, with whom and when they learn.”
Okay, but what does that actually look like? How do we as educators actually honor student agency? How can we change our practice to support students and empower their sense of individual voice, choice, and ownership? To start, I began taking a risk in my classroom, and handed over the reins to my students.
Our current Unit of Inquiry fits under the transdisciplinary theme of How the World Works, with the following central idea: life on Earth is dependent on Earth’s position in the solar system. After a trip to a local museum and a little bit of research, students showed interest in the Moon and space travel. Normally, at this point in planning an inquiry, I would use the key concepts, lines of inquiry, and student questions to plan learning engagements. But trying to honor their sense of agency, I did something a little different. I gave the concepts and lines of inquiry to the students, and let them plan our week.
I gave students teacher resource books, and showed them Teachers Pay Teachers. I showed them different tools we have at school. I even let them plan a shopping list (with the understanding that they stick to a strict budget). The only expectations were that they had to choose activities that answered their research questions and helped them deepen their understanding of form, connection, and function through the LOI Earth’s relative position in the solar system. And off they went.
Now, I know what you’re thinking. Katie, are you insane?! These students are too young! How do you know they get the “right” knowledge, build the “right” skills, etc.? Well, these were the questions I was thinking about… But guess what? They took their time, and chose several activities that were better than my original thoughts. They critically compared different engagements, discussing which would help them better understand the CI. One student found a coloring activity, and said “this looks fun and cute, but I don’t think we will learn much from it.” And she chose something else. After they planned and led their chosen engagements, students reflected on their evidence of success. Here are some examples:
I know that this is only a step in honoring student agency, and no, not every activity went as well the ones listed above. And if I’m being honest, the health food advocate in me is still a little upset that I bought Oreos for my students! But instilling this sense of responsible action is worth a few bumps in the road. It’s worth the uneasy feeling that I’m completely letting go. It’s worth throwing my whole planning process up in the air, and trying something new – even if it completely fails. Why? Well, it’s not because the IB says we “have to” now. It’s because by co-constructing our investigations, we are naturally personalizing education, and cultivating independence, trust, and a love of learning.
So I encourage you all to take a deep breath and try. Give your students a chance to plan a week, a day, or even an afternoon. Give them the outcomes, and see what they come up with. And if it blows up in your face, try again. If education is about bettering our students, then they should have the right to be a part of the planning and decision-making. As PYP educator Taryn Bond states, “who better to know what learning is personally relevant than the students themselves?”
by Katie Stone
Grade 3 Teacher
Bandung Independent School
Sources: International Baccalaureate Organization, 2017. “The Learner in the Enhanced PYP.”
Our Unit of Inquiry 4, which is under the transdisciplinary theme “How We Organize Ourselves” talks about the kinds of jobs. Our central idea is about people needing specific qualities to participate in the world of work for the functioning of the society.
As a PYP educator, I wanted to prepare my students for careers they will love and thrive in. This study is a challenge, since my grade level partner and I wanted to have something different. Dressing up, show and tell, the use of related videos are the most common ways to explore this unit, but since we are handling Grade 3 students, we opted to let the kids experience the reality in the world of work by building a small community in our classroom like at Kidzania.
We started by letting the students apply for the job post we prepared for them. We also made the application form, which we have related with our Line of Inquiry 2 “Skills, knowledge and personal qualities people need to be successful in their work”.
Here are the job posts available for the first 3 days:
- Security Guard
It was fun and engaging since the kids really thought hard of which job they want and which is suitable for them. Each child has undergone an interview session with the teachers and was asked to explain as to why he or she chose the work.
Salaries were discussed as part of our Math Integration. We have included deductions and bonuses so the students will really work hard once they get the position.
Photo: GETTING THEIR FIRST SALARY ☺
PHOTO: How much did I earn today? Did I get bonus for today?
It is interesting to see that our students came up with a lot of inquiry questions that helped us drive our class inquiry. The questions asked include people’s salary like “Why some work are hard but people get lesser salary?” “Why some work require diploma and some do not?” “Why do we need to work?”
As we moved through the week, the list of work grew in number. Here are the additional jobs that we have explored and they made use of it as part of the role-play.
- Flight attendant
- Captain of the ship
- Ticket seller
- Disc Jockey
- Hotel receptionist
Reflection is also an integral part of our role-playing. I personally let the kids reflect about their experience in doing their work. This part also helped the kids understand the hardships that workers go through. It’s funny to hear some of their reflections. Here are some examples that I interpreted from the video reflection they made:
“I realised that it’s hard to be a stock clerk since you need to organize things repeatedly after the costumers bought goods from our store.”
“You need to be patient when you are a cashier since people queue and they buy a lot of things.”
“The work of a security guard is quite scary since he needs to defend the bank from bad people like the robbers.”
These reflections made us realise that work is a serious thing to do. During this activity, my students have shown great responsibility. In the end, everybody realised that jobs require innovation, creativity, and the ability to look at a task and not only see the outcome, but also imagine different ways to achieve them. Also, they realised that not all people are working for money. Some of the people work to become famous, some are for their spiritual beliefs, and some are for their family or for passion.
This activity also helped our kiddos when they finally visited Kidzania Singapore last February 1, 2018.
By Marilou De Leon
Grade 3 Homeroom Teacher
Sekolah Global Indo-Asia
In our current Unit of Inquiry, our classroom is exploring the transdisciplinary theme of How the World Works where we are focusing on the central idea of how Energy may be converted, transformed and used to support human progress.
When we dissected and discussed about the possibilities of the things that we will be exploring more throughout the Unit of Inquiry, we found out that we will explore things that are more related to Science and Math. Then, we met STEM.
STEM is an approach of learning focusing more on Science, Technology, Engineering and Mathematics. Both Science and Mathematics are a part of the PYP curriculum framework, and these subjects are going to be our subject focus for this Unit. Technology and Engineering can be seen as the applications of knowledge that we are going to do throughout this Unit.
In the classroom, we started off by exploring about the different forms of energy sources. We had discussions about the different energy sources, the advantages and disadvantages of each energy source. This is where we apply the knowledge and understanding of Science.
As we explored more about each energy source, we observed about the process of energy distribution process from the power plant. During this stage, we discussed and brainstormed about how each power plant can have different shapes and how the shapes are related to the energy source. We agreed that a reliable power plant should have a strong construction, in order to distribute the energy from the power plant.
We challenged ourselves to create a strong construction building, which can hold a thick book in our classroom, using Popsicle sticks and tapes. This is where we apply the understanding of Mathematics related to 2D and 3D shapes, as well as the knowledge application of Engineering.
Upon understanding the process of the energy distribution, the transformation and creating model from 2D to 3D shapes, and building strong construction, we are ready to create our own city and think of the possible power plant to put in our own city.
We have used the application of Tinkercad to create a 3D model of our city along with the energy power plant. This is the time where we apply our knowledge and skills of Technology.
During the process of exploring and understanding this Unit, we have found out that in using STEM integration into our Unit of Inquiry, we have experienced more learning and application of more skills in the learning engagements. We have not only used our research skills, but we also used communication and social skill in working together – as a team in creating a sustainable city with a sustainable energy source.
Marina Tri Hastuti
Grade 5 Homeroom teacher
Sekolah Global Indo-Asia
Light, for most children, this word means sun and lamp. In my Kindergarten 2 class, children have also presented the same meaning about light, which is under the transdisciplinary theme ‘How the World Works’. In the beginning, when we set the classroom as dark as possible, students entered the room scared but excited. Then, we asked them to put on their shoes and tidy up the toys, etc. As a result, they found it difficult to execute those jobs because they could not see. After a while, we turned on the lights and started the discussion about the situation that they have just experienced.
The discussion has shown their prior knowledge that lights come from sun and lamps. Next, we explored the sources of light and they realized that it is not only the sun and lamps that could give lights. We also extended the discussion about natural and man-made sources of lights. Finally, students came up with their own words that from man-made sources of lights, we could turn on and turn off the light.
We also integrated this understanding with Math, under the Measurement strand, where students have measured the size of their own shadow. In pairs, they worked together for this task. After a few hours, students did their shadow size measurement again to compare their findings. They used the term shorter and longer to explain the results. The students also created their abstract shadow drawings using plants and leaves, as part of their Art learning experiences.
The children had fun in this Unit of Inquiry. They even read the book “The Black Rabbit,” which is a story about shadows. The students made the cover for this story. They applied their artistic sense and skills in making the cover using playdough, coloured paints and other materials that come from their ideas such as straws, colourful rice, stones, etc. In the end, students have learnt the use of lights that aside from seeing, it can also be for entertaining – like for shadow puppet and light dancing.
By Dian Anggraini
K2 Homeroom Teacher
Sekolah Global Indo-Asia
The field trip this time hosted by Godong Ijo presented some of the programs that encouraged students to observe and capture the knowledge shared during the day. At the beginning of the program, Godong Ijo presented a short movie on saving water, throwing thrash into the bin, reducing air pollution, and recycling. Through this short movie, they were brought to an idea on how they can help our planet. Next, the students were taken to a place where they made a few projects. They decorated a pot made of coconut fibers with some coleslaw sees and grinded coconut fibers to plant them in. Another one was a bamboo pencil box decorated with some seeds according to their creativity. Guided by Godong Ijo, the students also had a chance to plant the ashoka plant in a pot which they were able to take home. As part of the interdependence between plants and animals, the students were taken to a turtle and ostrich’s cage where they could get some of the plants (morning glory) and feed them, with assistance from the Godong Ijo staff. Then the tour guide took them to a place a where they could see many kinds of trees planted at Godong Ijo, and the benefits of these plants to other living things. At the end of the tour, the students were introduced to the vertical garden.
After the Field Trip, Year 2 students who engaged in it are more likely take part in similar behaviors outside of school. They are showing enthusiasm in experiencing growing and caring for their own plants in the school yard. Some of the students even came up with their actions on how plants affect the environment by creating dioramas and presenting them to their classmates.
Reception students have been learning to examine the use of body language and facial expressions to express basic feelings. They also learned the Mandarin phrases for expressing basic feelings.
During one of the learning engagements, students were asked to observe various pictures of facial expressions and hand signals. Each student then chose 5 and matched them with the appropriate Mandarin phrase to describe the feelings being expressed. Students demonstrated that they are thinkers and communicators during this activity.
Year 1 students have been exploring how and why pinyin is formed a certain way. They learned Mandarin terms for various animals and discovered how to write it properly in pinyin.
For the summative assessment, each student chose 2 of their favorite animals and wrote the Mandarin terms in pinyin. Students had a lot of fun finger-painting the terms. Students showed independence and creativity during this activity.
by Ibu Bonita