how we organize ourselves

I Can Go around the World using Various Transportation System

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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.

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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.

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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.

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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

 

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Unit of Inquiry on Jobs

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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:

  • Banker
  • Bagger
  • Cashier
  • Waitress/Waiter
  • Cook
  • Teller
  • 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
  • Doctor
  • Nurse
  • Disc Jockey
  • Teacher
  • Pharmacist
  • 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.

 

tuning in global indo

By Marilou De Leon

Grade 3 Homeroom Teacher

Sekolah Global Indo-Asia

marilou.deleon@sgiaedu.org

Digital Media Field trip

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In this unit about digital media, PYP 3 students went to the Graha Pena building for an outing. We visited JTV (a local TV channel), the DBL offices (a basketball enterprise for young people), and Gen FM (a popular radio station).

The purpose of the outing was to give students an opportunity to observe and experience how digital media features in our daily lives. Students had plenty of time to ask questions about features, such as editing software at JTV, and the process of broadcasting information via a radio service. Our students learned about the genres of songs played on the radio, as well as the ratio of male to female radio listeners. Seeing special microphones and a sound mixer, with the DJ adjusting the sound, was a great experience. An unexpected moment occurred when a guest speaker explained that there was a live programme in-progress,​ and our students sang along to a familiar song as they were in the studio.

The DBL offices were a source of particular joy. We all tried out a slide that is used by the workers to provoke creativity. Our speakers also explained how information used to be presented in the past, contrasting this with current media practices.

This was an enjoyable and rewarding day for all involved. We hope our learners are now able to share their experiences with others.

PYP 3 Teachers

Sekolah Ciputra Surabaya

sd_pyp_3@sekolahciputra.sch.id

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

Human Rights

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Learning from individuals working in institutions promoting human rights

As our grade 5 students prepare for their PYP Exhibition in April 2017, they have had a lot of interactions and discussions with first-hand sources for the different issues they are inquiring on. The grade 5 teachers worked hard to try to get individuals, who are experts in their fields, to share their knowledge and experience with our grade 5 students.

For this year’s PYP Exhibition, the students chose the transdisciplinary theme ‘How We Organize Ourselves’ with the central idea “Social equality can determine how people act and how institutions govern.” Instead of all the 30 human rights, we will focus on freedom from discrimination, slavery, torture and degrading treatment; right to free movement, protection in another country, and right to a nationality and freedom to change it; freedom of thought, conscience and religion, and freedom of opinion and information; right to peaceful assembly and association, right to participate in government and elections; and right to desirable work and join trade unions, right to rest and leisure, right to adequate living standards.

Right to desirable work and join trade unions, right to rest and leisure, right to adequate living standards

On February 20, we were very privileged to have Indonesia’s Minister of Industry, Bapak Airlangga Hartanto, as our guest speaker. He first explained his roles as a Minister of Industry to the students. He mentioned that he works closely with Indonesian President Jokowi and other ministers for the betterment of Indonesia. He showed a video on how a big factory in Indonesia operates. After that, he enumerated the rights of workers such as minimum wage, working hours and overtime pay, medical benefits, pension fund and participation in labour unions. The students asked a lot of questions which the Minister answered cheerfully. At the end of his talk, he encouraged the students to study and work hard so that they can also help their country in the future.

binus issue 7 1 Freedom from discrimination, slavery, torture and degrading treatment

On February 23, we had a Skype session with our guest speaker, Grace Villanueva, a lawyer from the Philippines. She had worked for 10 years in a non-governmental organization called Legal Rights and Natural Resources Center or LRC, whose focus is rights to natural resources of indigenous peoples and other upland poor rural communities.  Prior to joining LRC, she trained in a law firm after she took the bar exams.  Most recently, she was a consultant to the Department of Environment and Natural Resources of the Philippines.  In her presentation to our grade 5 students, she explained who the indigenous people are and how institutions protect their rights to their lands and territories. She also shared with the students how lawyers like her educate the indigenous people about their right to be asked for their permission and their right to develop based on their own dreams. The students had a lot of questions after her presentation. One student even asked, “Why don’t the indigenous people just change their ways so they won’t be discriminated?” in which Atty. Grace replied, “There is a saying: “Why fix something if it is not broken? All they want is a happy, just, peaceful, beautiful world enjoyed by every child, woman, man, which they will pass on to their future children for them to also enjoy and take care of for future generations.”

binus issue 7 2Right to peaceful assembly and association, right to participate in government and elections

On February 28, three staff from Indonesia’s Komisi Pemilihan Umum (KPU), Ibu Lidya, Ibu Ina and Ibu Rika, went to our school and talked about the citizens’ right to choose their leader. They explained to the students the process of voting as well as the requirements for an individual to exercise his or her right to vote. Once again, our students took this opportunity to ask many questions like “Why can’t children vote?”, “How does your institution ensure a fair election?”, “What preparations do you do before an election?”, etc.

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Guests from KPU explaining the citizens’ right to vote

Right to free movement, protection in another country, and right to a nationality and freedom to change it

On February 3, one of our Humanities teachers from the Middle Years Programme, Michael Athens, shared his knowledge and experience with our students. He explained to them who refugees are, why they leave their country and what their rights are. He shared his own experience about interacting with them when he worked in one of the local libraries in Minneapolis many years ago. He gave facts and figures about crimes committed which did not include any refugees’ involvement at all. The session touched the hearts of the students and made them more compassionate to people who are in need. It also made them appreciate the things that they have which they normally take for granted.

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Our MYP Humanities teacher, Michael Athens, explaining the rights of refugees to our students

On March 6, we were fortunate to have been given the chance to meet refugees from Pakistan and Sri Lanka by members of a Catholic organization in Bogor called Jesuit Refugees Service (JRS). Their mission is to accompany, serve and advocate on behalf of refugees. Their main areas of work are in the field of education, emergency assistance, healthcare, livelihood activities and social services. The first activity we had was to socialize with them in our school’s playground. Most of our girls had a chat with two teenage girls from Pakistan while the boys played. We went up to our assembly area after that and all our guests introduced themselves by saying their names and which country they come from. Our students invited them in their classrooms and they shared what they usually do in the class. One girl from Pakistan said that she loves art so our students gave her a lot of art materials to draw and paint. A boy from Pakistan said he likes playing soccer so our students played soccer with him. Our students were very sensitive and did not ask about their life as a refugee. Even for a day, our grade 5 students surely brought joy to these people.

With all these interactions and discussions, our young students were able to understand not only how they should be treated but how they should treat others as well. They realize that there are actually many individuals, institutions and organizations that protect the rights of human beings. Our guest speakers created a safe place for our students to explore, discuss, challenge and form their own opinions and values. The knowledge and respect of rights that our students have gained from all these past sessions (and more to come) have empowered them to tackle discrimination or inequality and improve their relationships with the society.

 By: Corita T. Silapan

Grade 5 Class Teacher and Level Head

BINUS SCHOOL Simprug

ctorregoza@binus.edu

Let’s Do Business!

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In the How We Organize Ourselves unit, Year 3 students in Sekolah Cikal learn how the connection between supply and demand creates space for economic activities. At the beginning of the unit, students explored the difference between wants and needs, and identified them by cutting and pasting some pictures from old magazines.

Experiential Learning

As the unit goes, students learned that money plays an important part in economic activities. People use money to pay for the things that they need. One way that most people get money is by earning it. Therefore, the students did some experiential learning by having a proper two-hours job during the weekend, in their family or relatives’ business. In this project, they earned some amount of money based on the prior agreement between the school, students, parents, and other parties involved. Through this activity, the students learned to recognize work as a means for earning money, to be responsible for the work that they do, and learned to manage the money that they have earned.

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The Y3 experiential learning project received positive feed backs from parents. Parents praised that their children have better responsibility towards money, now that the children know what it takes to earn money on their own.

hiro

After the students do the experiential learning, it’s time to decide what they are going to do with the money. In our culture, money is one of the resources that we can save, spend, or donate. The students have their choices, and they decided to spend some of their salary as business capital. They will learn to be producers and sell their products on Y3 Market Day at Sekolah Cikal. The money raised in this Market Day will be donated to an elderly home in East Jakarta.

Market Survey

As the first step of being a producer, the students conduct a market survey around the school’s community. The purpose of this survey is to know what goods or services that they will sell based on the market’s interest, to know how much price should be given for their products, and to know what materials or colours that the customers prefer.

Students are then divided into groups, based on their interests and skills. Those who like to cook will be chefs, and produce some food and beverages. While other students who love arts will decorate some stationery and create their own accessories. There were also some other students who decided to provide services in games, karaoke or photo booth for the customers.

Guest Speaker and Workshops

To help students practice their skills as producers, we invited a guest speaker and conducted some workshops. The guest speaker taught them how to run business from home. The students also had a chance to learn to paint some decorative cans. Later, these cans will be given to the elderly community as a bucket to keep their personal toiletries.

Aside from the guest speaker, students then had some workshops to learn how to produce their own food, beverages, accessories or stationery that they will sell during Y3 Market Day.

In the above pictures, teachers showed the students how to make spaghetti, egg sandwich, banana pancakes and strawberry milkshake.

Students who love arts worked to produce their own necklaces, headband, hair tie, or decorated some notebooks with guidance from the teachers.

During the workshop, the students took notes on the ingredients or materials needed, the steps of making the product, and also the price for the ingredients or materials. Knowing the price for all the ingredients or materials is an important step for them to decide the price of their products later on. They learn that they have to set a higher price for their products in order to earn some profits from the business.

Promotion

Now, it’s time to promote the products! Y3 students visited some classes to promote the upcoming event Y3 Market Day. They informed other students and teachers about the types of products or services that they will sell and also the price range for each product. They also informed that the money raised in this event will be used to buy some goods and toiletries needed by an elderly home in Jakarta.

A day or two days before the event, the students divided some responsibilities among themselves, such as, who will be the cashier, who will be the chef, or who will be the marketing to invite buyers to visit their booths and buy their products. Also, they decided on who will bring stove, frying pan, pot, or other kitchen utensils, as well as the tablecloth and tray to display the products.

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The Market Day

Finally, the D day! Y3 Market Day started at 9 o’clock. So, from 7.30 in the morning, the students have gathered in the ‘production room’ where the class has been set up as a kitchen to produce the food and beverages. The students started preparing their products. Some of them blended the milk, ice cream, and strawberries to make milkshake and poured it into plastic cups. Some others helped to wash the tomatoes needed to make spaghetti sauce, while other students grated some cheese for the burritos filling. They also put the egg, tomatoes, and cheese in between sliced of bread to make some sandwiches.

Outside the production room, people have gathered around their booths. Some eager customers are waiting to be served. Students, teachers, and parents bought the food and beverages, stationery, and accessories from Y3 students. The students who acted as cashier took payment from the customers and gave change money when needed. Other students who acted as marketing invite buyers to buy the products in their booth, they even gave discount for the customers who bought more than one item. All of the goods are sold out in less than an hour, woohoo!!

1There were also some students who provide a photo booth for the customers who would like to take pictures with friends, by using the properties that the students have prepared earlier. Soon after the picture taking, the customers then received the photo that was taken by a polaroid camera. This booth was one of the most successful and famous booth during Market Day, and they earned the most money. Good job, boys!

Reflection

All in all, this unit gave many new and valuable experiences for the students. They were so happy to be able to learn about economic activities in a fun and rewarding way as producers and sellers. They also developed the concept of earning money, buying, selling, promoting, and adjusting price related to supply and demand. In addition, the students learned how to organise their money by spending, saving, or donating for the ones in need.

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This will always be the unit we all look forward to.

Nisa Herliana, Grade 3 Teacher, Sekolah Cikal Cilandak.

Training Students to be Entrepreneurs

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Trade is based on a human’s capability to assess, price and market a product. Conducting trade is a skill that helps develop the intellect and willpower of an individual. It is a positive thing to teach children to trade and have children learn to do business at an early age. Teaching children to trade does not only help them to become independent and confident, but also makes them aware of their community.

In the unit of inquiry, ‘How We Organize Ourselves’, Grade 3 students organized a mini-bazaar last as their summative task.  The central idea of the unit was “marketplaces rely on the production and distribution of goods and services”.

The learning objectives of organizing the mini-bazaar are as follows:

  • Develop an awareness of different perspectives and ways of organizing economic activities
  • Develop a list of criteria for ethical practices regarding products and services
  • Explain how supply and demand are affected by population and the availability of resources
  • Identify roles, goals, rights and responsibilities in society
  • Learn to make a profit from their business venture
  • Train students to be entrepreneurs

For this task, students were divided into four to five groups in each class. To prepare the mini-bazaar, teachers and students talked about what the students were going to sell. Students also decided on the prices and discussed their roles and responsibilities in the group, such as who would be the leader and cashier during the event.

To raise the capital, the students collected money by doing household chores for about a month prior to the mini-bazaar. Getting involved in household chores is one way the students can learn how to earn money and be responsible. After earning enough money, students used the money to buy the items to sell.

In order to support the event, teachers asked for parents’ assistance in preparing the items that the students were going to sell. One day before the mini-bazaar, the students were very enthusiastic in preparing their booths, including putting prices on the items.

1                           3 Students preparing their booth decorations

Students named their booths creatively. They came up with interesting names for their booths, such as “Funny in My Tummy”, “Fun in Wonderland”, and “Amazing Surprise”.

When the big day finally arrived, the mini-bazaar was held from 7.30am until 1.00pm. Teachers, staff, parents and students from other grade levels, including middle school and high school students came and supported the event.

4.jpgTeachers, parents, and students at the opening of the mini-bazaar

In total, there were 18 student booths offering a big variety of things for sale. Healthy snacks, fresh juices, and handicrafts were some of the items sold by the students. Students also came up with educational games for their booths.

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Selling a variety of items, including food
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Attracting customers through games

The parents and students worked together to serve the customers. Several students walked around to entice customers to visit their stalls, while others preferred to wait in their booths for buyers.

After the mini-bazaar, parents and students went back to the classroom to count the money. The students received their capital back and divided the profit equally among the group members.

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Parents and students counting the money
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Students were happy with their profit

The event was successful! The students were so excited leading up to the event and had a great time organizing their mini-bazaar. Some of the lessons learnt by the students were marketing strategies, dealing with customers, earning money, saving money and managing money. The mini-bazaar will be an essential part of the students’ learning experiences in Grade 3.

 

By: Eka Fridayanti

Grade 3 Co-Teacher

BINUS SCHOOL Simprug

efridayanti@binus.edu