PYP 3 are proud to present their learning

PYP 3 are proud to present their learning!

The enthusiastic and nature loving students of PYP 3 enjoyed celebrating their learning journey with their parents and peers at our Celebration of Learning last week on our unit “Sharing the Planet”. Throughout the course of this unit, the students approached their learning with curiosity and commitment to explore the central idea “Biodiversity relies on maintaining a balance within systems” and the Celebration of Learning was an excellent opportunity for students to showcase this.

There were a many stages that led up to this learning. They first worked as a team to construct critical conceptual questions and used these to inquire deeply into their chosen ecosystems, so as to build on their existing knowledge. Interacting with nature on our field trip and class discussions enhanced their understanding and students were able to conclude that interdependence is part of nature and it is our responsibility to maintain a harmonious balance.

After an enlightening presentation and couple of reading sessions, the children were ready to apply their existing knowledge (about the elements of a narrative and their chosen ecosystem) to draft their own narratives which was the summative assessment for the unit.

They thoughtfully interwove the natural environment, interdependence, the problem of human interaction and positive action within the relevant parts of their story.

Synthesizing information and crafting it into an interesting story facilitated the development of their language skills. Including effective vocabulary, a ‘hook’, descriptive ideas, imagery, and the element of suspense helped the children to weave an interesting story.

The students gained the complete experience of creating a “book” by illustrating pictures for their in the form of a drawings. Their creativity was clearly seen in the drawings that illustrated the setting, problem, and resolution of their story.

After the final proofreading of their story, they were ready to “publish” their stories. They even conducted a self assessment and peer/parent assessment which gave them a chance to take into account where they fared well, and where there was scope of improvement.

Once their books were ready, it was time to share and showcase their learning and the Celebration of Learning was an ideal platform for this. Students got a chance to proudly present all that they had accomplished through the unit. Each and every child was eager to share her/his personal experience, and the enthusiasm of parents was an excellent motivation for them.

Here are some student reflections –

“It was more than awesome because I go to read my story to my mom. I really like my story and I was sure my mom would like it too. I got to also share all my work and I was super happy about it!”

“It was amazing because I got to tell my story to my parent and another parent too. They gave me such a good comment on my story. It made me feel like all the hard work I did to make the story was worth it.”

“I enjoyed reading my story to my mom and my mom gave me some comments on how I did which made me feel very happy”.

Parent Reflections –

“I am very impressed with the language used and the words chosen for description. The story was very vividly depicted and the message was strong”.

“My child was very involved in this unit and was deeply interested in carrying out her research and writing her story, supporting it with very creative, well thought and beautiful drawings. I was truly impressed with her overall learning and enthusiasm.”

After the celebration of learning, there were some students wanted to make a difference. They said they need to take action about the changes they saw in the biodiversity in MBIS now. They came up with the idea to write a formal email to the director stating a proposal to plant more trees along with its benefits, and also made posters to advertising other solutions to help the environment.

PYP3 Team

Human systems and economic activities	The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture	The study of people, communities, cultures and societies in the ways in which individuals, groups and societies interact with each other.
Continuity and change through time	The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments	The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment	The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Living things	The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space	The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter	The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy	The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. (IBO, 2009)

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