Sharing the Planet
PYP exhibition, as we know is the culmination learning process during the primary program before going to the next level, Middle Year Program. It is like a salad which contains mixed vegetables which represent the feeling during its process, such as excited, happy, tired, bored, satisfied, nervous, and relieved.
In this 2018, Sekolah Cikal Surabaya has the second Y5 PYP Exhibition with the current UOI “Sharing the Planet” with the central idea of “Children worldwide encounter a range of challenges, ranges, and opportunities”. From this central idea, students of Y5 are divided into five groups and each of them came up with five smaller topics which are juvenile delinquency, child marriage, learning disabilities, game addiction, and child trafficking. In order to help the groups, there two mentors for each group that will help them during the process.
It is long processes which last for around 8 weeks starting from January to March. All the processes are referred to the IB inquiry cycles, tuning in, finding out, sorting out, going further, making conclusion, and taking action. This long learning journey involves not only the students but also mentors, teachers, parents, and communities within and outside the schools. Students also apply their transdisciplinary skills.
In the tuning in stage, students activate their prior knowledge about what challenges that children all over the world have. Students created a mind map to list down the issues children have to deal with. In order to enlarge students’ knowledge on the issues, the teacher also showed a number of videos related to the topics discussed, such as street children in Jakarta, the different access of education between two Indonesian kids in Jakarta and Papua, child marriage and its dangers, child trafficking, children sexual abuse, child labor, UNICEF, bullying, and other issues. After watching the videos, students gave their opinion toward what happened in the video to the children. In order to deepen students’ knowledge on the issues, students observe some pictures and wrote their statement, opinion, feeling, and any ideas they have regarding to the pictures provided.
Figure 1 Students are doing tuning in on the issues of children’s rights and challenges
After the process of tuning in, students go to the next step which is finding out the information related to the topic chosen. Each group has concerned on one issue they want to study deeper, students with the facilitation of mentors started to find out and conduct a number of research to answer their inquiry. Doing the literature review through searching from the Internet, reading newspaper, book, and magazine. From this activity, students apply their research, ICT, and literacy skill. Students learn how to find the reliable information, avoid the hoax that is widely spreaded in the Internet, and develop their plagiarism awareness as they are required to paraphrase the information they got instead of copy-paste.
Figure 2 Mentoring process during PYP Exhibition preparation
Figure 3 Students are doing research and promoting ICT skill on the related topic
Not only doing the literature review from a number of sources, the process of finding out the information is also conducted through the field research in which students directly observe and see through doing a field trip, inviting guest speakers to be interviewed. This is expected that students promote their social skill as students have to meet and interact with new people outside their circle. Students have experienced a lot of activities outside and inside the classroom, go to UPTD Kampung Anak Negeri-a government office which concern on the protection of street children in Surabaya, go to UNICEF, PPA Polrestabes Surabaya, Lembaga Perlindungan Anak, and Sekolah Cita Hati Bunda (a special school for children with special needs) invite Save Street Children Surabaya as the social organization concerning on the street children in Surabaya and many other cities in Indonesia, invite the obsgyn to know the danger of child marriage from the medical point of view, invite the dyslexic expert from Dyslexia Parents support group. Some groups also distribute questionnaire enrich their data.
Figure 4 Students are doing field trip to collect the data
After having all the data, students do sorting out in order to sort which data can answer which lines of inquiry. The results of sorting out process are in the form of various products, pictorial graphs, poster, comic strips, animation, games, and many others. Students learn how to explore their creativity in creating a number of products to be displayed.
Figure 5 Students present their final product
In addition, this is continued by the going further process by doing research on the new inquiry that students have after having long processes of inquiry. In this process, students strengthen their finding in the previous research by doing more research on the related topics, such as distributing questionnaire, interview society, or find the relevant sources that support them find more info and answer their inquiry.
After that, students make conclusion as well as taking action. What students can do as their action. It is various based on students’ initiative, doing campaign via self-made animation, campaign through poster, sticker, bookmark, games, drama, hip-hop dance, and student-made song entitled Don’t be Scared You are Cared with the lyric as follow:
All children in the world
Have rights don’t be scared
As you have right to be cared
We all have hope show your smile to the world
We have the action so please listen
Children need protection
We have the action so please listen
Children need protection
So we will be shining bright
Rights for everyone
Education number one
Be nice and no lies
No more kids’ cries
Love and care so kids will rise
We have the action so please listen
Children need protection
We have the action so please listen
Children need protection
So we will be shining bright
Don’t be scared
Don’t be scared
Don’t be scared
You are cared
After the long processes, the PYP Exhibition presentation is held on 14-16 March 2018. Parents, teachers, students, and other IB schools are invited to come. In this moment, students show their understanding, communication, and social skills in presenting their learning journeys. I am really proud of them when they can confidently present to the adult and answer their questions very well in comprehensive ways. Being prouder is when the students of Y5 can present the materials to the younger kids, making some adjustment on the language usage, body language to take care of their younger friends.
In this process, I am as their teacher learn a lot from them. A lot of mentors also say that they need to learn more on the topic, they are like doing thesis again. Tired yes, but the satisfaction when we can be part their success is priceless.
Written by: Ika Fitriani – Y5 Homeroom Teacher – Sekolah Cikal Surabaya
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 transdisciplinary theme, ‘Sharing the Planet’, and the central idea, ‘Plants are a life sustaining resource for us’, made up a five-week unit in Term 2 for Year 1. It is an inquiry into
- Taking responsibility to care for plants as they grow
- Changes that occur through plant growth
- Purposes and uses of the parts of a plant
How did we do our inquiry?
See, think, wonder was used as an entry point for exploration and discussion in this topic. The children walked in the school’s gardens and considered such questions as: What are the parts of plants we can use? Their carefully considered observations were recorded to allow them to investigate further.
In sorting out their observations, the students took responsibility to care for the plants. Together they shared their knowledge and asked: How can we care for plants as they grow? We worked to expand the students’ vocabulary for plants and create a word bank. Using non-fiction texts, we explored how pictures and words work together to give us information.
What was very effective?
The rich classroom environment was a wonderful catalyst for student questions and discussions. Through visuals around the room, students had a clearer picture of plant parts. This made the children very excited about planting and growing the plants.
Field trips are rich in educational possibilities as students learn from actual hands-on experiences. The grade 1 students visited Godong Ijo. Godong Ijo is “one of the largest Nursery in Indonesia who successfully developed various types of ornamental plants.” (www.godongijo.com) Here, our students had the opportunity to plant in pots and test out their green thumbs.
Enhancing creative and critical thinking skills were practiced through reflection and giving tips on how to care for plants.
Giving students the opportunity to explore and engage themselves into their learning gives them a more enriching experience and appreciation for what they are learning. Our grade 1 students are now better equipped to care for plants and the environment.
By Divya Pokardas
Grade 1 Homeroom Teacher
Mentari Intercultural School Jakarta
Primary three students of Sekolah Tunas Bangsa were learning a unit of inquiry under the transdisciplinary theme of Sharing The Planet. The central idea is: Our planet has limited resources that are unevenly distributed. Water is one of the resources that the earth has. It is very important for the living organisms like humans, animals and plants. We can’t live without water. The amount of water in the earth remains the same because of the water cycle. Unfortunately, some areas on earth do not have enough water because it is unevenly distributed or because of human activities. This is the enduring understanding that the students need to learn in this unit of inquiry.
To get the prior knowledge of the students, they need to answer the teacher’s question: How does water get into the water tap? On a piece of paper, the students drew what they think they know about how water can get into the water tap. They came up with different ideas during class disussion. To find out how it really happens, the students and teachers agreed to have a field trip to the Water Supply Plant (PDAM) of Pontianak city. There, the students observed the process of water purification from the Kapuas river to become the clean water that is ready to be distributed to the citizens. They were very excited to find out the processes by observing the phases and by asking questions to the officers there. Once again, when they returned to school, they were asked to draw the process of water purification and distribution on a piece of paper. They also wrote a report based on their observation and presented it in front of the class.
Using ‘Before and After’ strategy, the teachers asked the students to write what they think they know and what they know now about how water can get into the water tap. The students now realize that water is really precious that they need to use it efficiently.
Writtten by: Ronald S. Tua (email@example.com)
Sekolah Tunas Bangsa, Kubu Raya (Pontianak), West Kalimantan
The 4th graders of Sekolah Pilar Indonesia have been exploring their first unit of inquiry under the theme, ‘Sharing the Planet’. The students have been examining the following central idea; the need for finite resources is a factor in relationships between humans and the natural environment, through the key concepts of perspective, causation, and responsibility. They have also worked hard to develop their learner profile attributes.
During their exploration on this unit, the teacher provided students with a variety of learning opportunities, including watching ‘Deep Water Horizon”, reading articles by using the jigsaw strategy, and inviting a parent, who is a geologist of a geothermal company, as a guest speaker. During the sharing session, the students showed their curiosity by formulating questions. Below are some of the questions the students came up with.
- Are there any differences between planning mining sites on land and in the ocean?
- Do power plants built near the mining site produce pollution for the surrounding environment?
- Is geothermal energy dangerous for humans?
From these experiences students were able to describe the process of mining oil in the ocean and the impact of big explosions on a mining site when the proper procedures are implemented. They also were able to identify what tools were used to mine oil in the ocean from watching the movie. The jigsaw strategy was used in the finding out and sorting out phases to explore the second and third lines of inquiry. The teacher provided four different articles about conflicts that have arisen between humans and wildlife or nature over finite resources. The students were asked to read the articles and share the information in groups. After they discussed the article in their group, the students were re-grouped randomly. In their new group the students shared the information from the article they had read. Through this activity, the students were able to understand that conflicts will always arise between humans and other living things, in this case with the wildlife and nature, to fulfill human’s daily needs. As a result of this exploration students were also able to explain how wildlife obtain their needs from nature, for example nature provides animals with a home and place to find food. From the articles, the students learned how to preserve nature and endangered animals not only in Indonesia, but also in different parts of the world.
Grade 4 Teacher Sekolah Pilar Indonesia
The Early Childhood Centre (ECC) of Sekolah Pilar Indonesia celebrated the learning journey under the transdisciplinary theme, Sharing the Planet. Kindergarten and Reception classes had different central ideas. In Kindergarten we had ‘Living things need the sea to survive’, while in Reception, ‘When interacting with natural habitats, humans make choices that have an impact on other living things’. We collaborated on these central ideas by considering the lines of inquiries through the form of a simple drama. The drama persuaded everyone to work hand in hand to take care of the sea and maintain the habitat. We also involved our mums in the performance. We were very confident and were risk-takers to share what we have learned. Everybody shared positive responses on our learning.
Furthermore, to deepen our understanding of sea animals and habitats, ECC students and teachers went on an excursion to Ancol Beach and Seaworld. During the tour we showed our curiosity by asking many questions to our tour guide. We also watched a short movie about the life cycle of sea turtles. From that movie we discovered how living things respond to changing environments. After that, we headed to Ancol Beach to clean up the beach. We collected the rubbish and put it in the trash bin.
Through these activities we learnt many things. We understand that the sea habitat is very important to sustain life on Earth. Every little thing that we do to the sea has an impact to our life and other living things.
Sekolah Pilar Indonesia
In line with our UOI Sharing the Planet, Grade Two students learned about endangered animals and animal conservation. It all began with posters from World Wildlife Fund, followed by one question: What do YOU think about this? This was the starting point into our inquiry about this pressing global issue.
With “Extinction impacts our world” as the Central Idea, our curious students gained more knowledge about endangered animals by going through The Inquiry Cycle. The deeper they got into their research, the more it got each of them to reflect: What choices can I make? What actions can I do to help?
One group embarked on a campaign to raise awareness about the illegal poaching of African rhinos for their body parts. They created pamphlets and distributed it to their family, friends and cousins so that they can learn more about it. Another group created a visual campaign by making posters about endangered seals and posting them around the school. One group wrote to the Forest Minister of the Madagascar Government. They requested that a law be made that protects the Aye-Aye Lemur from being hunted and killed. Another group has turned to the power of social media to spread their message about saving pink dolphins from extinction.
Their passion to make a difference, coupled with an entrepreneurial spirit, also led other students to come up with the idea of raising funds for WWF and its many conservation programs. Without any help from their teachers, these caring and principled learners took charge of planning, organizing and holding a one-day mini-bazaar at school during their snack and lunch breaks to earn money. They coordinated with their parents to help bring the items to school, but our students sold the cold drinks, delicious snacks, unique artwork, and old and new things on their own.
As a result of their unwavering enthusiasm, cooperating and commitment, these students from Grade Two raised money that allowed them to make symbolic adoptions for endangered animals they researched about. They were able to adopt a Cross River Gorilla, Giant Anteater, Giant Panda, Sumatran Tiger, Blue Whale, Humpback Whale, Pink River Dolphin, Green Sea Turtle, Hawksbill Sea Turtle and Loggerhead Sea Turtle!
This donation to World Wildlife fund will help their conservation efforts to protect the world’s most amazing places, benefiting animals, people and the diversity of life on Earth. It helps protect these endangered species and their habitats, to fight global threats like climate change, overfishing, deforestation and wildlife trade that determine the fate of nature.
They also donated to “Send a Turtle Back to Rehab” Program. In this program, one of thousands of sick or injured turtles are regularly brought to the Bali turtle center for recuperation. They will be nursed back to health and re-released back into the wild. The center educates local people and visitors on the importance of conserving and reviving turtle populations. WWF can train and work with locals on turtle-based eco-tourism, providing other livelihood options for turtle traders. They also work with government and businesses to help lessen habitat destruction.
These actions are being done by our Grade Two students on behalf of MSJ. We are very proud of our Grade Two students who proved that when individuals (no matter how young) work together, they can make a difference and bring hope to our planet.
John M. Decena
Homeroom Teacher Grade 2
Mentari School, Jakarta