Sharing the Planet

Conflict Around Us and How To Be Friend With Conflict

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This article is about my experience as a Year 2 teacher in Sekolah Cikal Cilandak. It is about the Unit of Inquiry : Conflict and How to solve the conflict. Pre-assessment has an important role in Unit of Inquiry because we can see students pre-knowledge about the discussing concept. Teacher provoked the student with conflict to by asking them to draw about their holiday, just with a pencil, eraser and piece of paper for each group that consisting of 4 students in five minutes. However, what happened was not really expected by teachers. It was because only one group of students had a conflict. They were asked for some more pencils and I heard one student said her friend borrowed her eraser. After that, in group discussion, we talked about what just happened, how they feel and who they thought would get turn and they made Y chart about this activity.

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After Pre-Assessment, we move to Tuning-In Activity. This stage, we continued discuss about the conflict that is a quite abstract unit topic. It took a little times for them to understand about what conflict is. We did this activity as follow :

  • We watched videos about conflict and how to solve it.
  • After watching the video, teacher asked a question “What conflict happened among them?” and student said “ The two head monsters are talking all the time and the man can not understand”.
  • Next, teacher asked “What is the solution?” and they answer “ Take turn”. It means that student were getting to know this unit.
  • We also invited Cikal School Counselor as the guest speaker for this topic.
  • For the opening activity, the student were provided with some newspaper and only two clear tapes. They were asked to make a tower in groups consisting of five students with only limited resources and giving only five minutes to finish the task. Suddenly one student shouted “hey, we need more tape” and guest speaker answer “that’s all you got”.

The result was no one success finishing the tower on time. And after that, student discussed what they feel and if they find a conflict. Their answer was ” Not successful, it’s so hard, we did it wrong”. The counselor explained about what conflict is, the type of conflict and how to solve. In Cikal, we solved the conflict with i-message. So they could  express their feeling directly to the person that they had conflict with. Afterwards, student practiced in pairs and make I-message. They were given sample problems and discussed about how to make i-message. They were able to do it and they shared it among the groups. The post activity, students took picture together and appraised to the guest speaker.

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For the reflection, student wrote down what information that they got from the guest speaker. In the post-it paper, they wrote “Give i-message” and some of them wrote “type of conflict”.

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We also asked the student to make journal to any conflict every day, since this unit is integrated with Bahasa Indonesia, they wrote the journal in Bahasa Indonesia. At first, student got difficulties to write a journal, especially about conflict, but after teacher gave some examples, finally student can write their own conflict. They remember any conflict that happened in their home with mom or dad or even with brother and sisters. Teacher kept remaining the student that conflict could happen between themselves. For example “Today, I feel so sleepy and I don’t want to go to school”. The solution of this conflict can be “You can continue sleeping in the car and wake up if arrive at school”.

Those things make the student capable to find out about types of conflict that happened in public area. By being given home project, parents need to involve doing the task. For example, student went to a restaurant or mall and they observed the place and found any possible conflict and its solution that they can think. Surprisingly the student were able to find the conflict and they knew how to solve them. What they achieved makes me proud as a teacher.

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To conclude the conflict and how they can show their responsibility in their community. Student will show their evidence by poster. First step before making the poster, they need to make a plan  what the content is, how they design it and its message. Student is able to make their own design such us “ Stop Pushing” and “ Please Line Up “. After they finish making the Poster, the student will give campaign using the poster to lower level. Student was doing great and can express their opinion and being a risk taker as they able to talk in front of other student.

 

Maylani – Year 2 Teacher (Sekolah Cikal Cilandak)

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Y5 PYP EXHIBITION: DON’T BE SCARED, YOU ARE CARED

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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

Sharing the Planet – Natural Resources (Grade 4)

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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

Learning Experiences:

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Class Display

 

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.

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Tuning in Activity

  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. 

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The distribution of natural resources in Indonesia

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.

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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)

audrey.liana@svp.sch.id

Grade 1 Cares for Plants

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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.

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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.

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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

Water, the Precious Resource

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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 (ronald_sahat@yahoo.com)

Sekolah Tunas Bangsa, Kubu Raya (Pontianak), West Kalimantan

FINITE RESOURCES AND HOW HUMANS ACT OVER THEM

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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.

Desy Ermawati

desy.erma@pilar.sch.id

Grade 4 Teacher Sekolah Pilar Indonesia

Save Our Ocean, We Only Have One…

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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.

ECC Teachers

Sekolah Pilar Indonesia