Language and Literature
|We started this year with a brief recap of the key concepts, related concepts and global context. Thereafter, we revisited the command terms and assessment criteria. Following this we started working on our first unit, ‘My Family and Other Animals’. We analysed the cover and the title of the book predicting what the story might be about. We started reading the text and analyzing the characters.|
|We started the academic session by finding the connection between learner profile and mathematics and justified our views with reasoning. We revisited the concept of BEDMAS and enhanced our thinking skills by conducting a ‘Birthday BEDMAS Activity’ with subsequent ice-cream sticks flow chart making to reinforce the concept. We have started the unit ‘Exponents’, learned about the derivation of different laws of exponents and practiced their application.|
|We have tried to understand the difference between abstract art and other forms of art by participating in various activities and discussions. We have tried to understand the significance of the various elements involved in creation of abstract art and the ways in which abstract art impacts society in changing times and space. Based on our research we have made mind maps and started making layouts and selecting mediums to be used for our practical work.|
|We enhanced our graphical interpretations and graph plotting skills during skill building week. We discussed inquiry and purpose of our first unit. We worked in teams to come up with similarities and differences in the blocks given to us and presented our findings on colored A4 sheets. We learned that each block had a different density.|
|We discussed the command terms in science and used them in framing as well as answering questions. We brainstormed the first twenty elements in the periodic table and tabulated them with their symbols and atomic numbers. The concept was reinforced through the periodic table song. We performed a lab activity on exothermic and endothermic reactions and reflected on the observations which introduced us to the new unit.|
|We participated in a skill development activity – ‘design your question paper.’ It helped us enhance our understanding of command terms and assessment criteria. We compared the structure of eukaryotic and prokaryotic cells, inquired into and discussed the complexity of unicellular organisms over multicellular organisms. We learned the hierarchy of cellular organization through examples. We watched a video on digestive system and observed the dental model to understand the structure of teeth in humans.|
Individuals and Societies
|Classroom learning began with activities, discussions and doubt-clearing sessions related to skills required to understand the expectations of each criterion and understanding of command terms. Students explored the connection between an individual and the society by creating mind maps, which in turn helped them to bring connections between various concepts. An interactive session on types of existing power was conducted, where students extended their learning to the Industrial Revolution and its social and economic impact.|
|We started the lesson with some interactive and fun activities that helped us to know about each other in terms of our personal interests, unique talents and things we have in common.
We reviewed a few concepts covered last year – staff, pitch names, treble clef, bass clef. We also studied the relationships between pitch, frequency, wavelength and tension.
|This year in design we are focusing on sustainable development goals. Our first unit explores the ways we can identify innovative solutions and present them through a website. We will brainstorm the issues Gurgaon is grappled with and think of solutions to resolve those issues. We used coggle.it to create mind maps in groups to understand what is sustainability and innovation.|
|Beginning of a new unit “Wooden Joints Factory” was quite exciting. We are exploring types of wooden joints in order to later understand the application of these joints.
We collaborated to develop essential agreements which we believe will create a better learning environment.
|We explored the theatrical genre of ‘mime’ and its essential elements using mind mapping. We watched videos of famous mime artists and recorded our observation in our theater journals.|
|French, considered to be one of the most important international languages of diplomacy, has attracted many towards learning it. And this is what has kept our motivation going for continuing to learn French in MYP Year 3. Over this week, our interest was again renewed by participating in a number of activities that have really helped us recapitulate our previous concepts such as “A quoi je pense?”, ”What do I think of?” “Les virelangues en Français”, “Acting the context”. In grammar, we revised present tense and near future tense with the help of texts and related exercises. Moreover, we watched French interactive videos and learnt useful French expressions to help us prepare for the benchmarking assessment.|
|Brainstorming and scaffolding activities were conducted in the class. We had a discussion on benchmarking assessment which will be conducted next week. We revised the conjugation of verbs used to describe vacations.|
|We shared our summer vacation experiences and discussed our improvement areas for the new term in terms of language and ATL skills. We discussed the essential agreements of our class and participated in various activities, for example Just a Minute, Pahchan kaun in our class, which were helpful in further developing our communication and collaboration skills. We also read various stories and articles during group reading activities.
Under SEL (Social Emotional Learning) we made cards for our peers, which helped us in understanding each other’s skills and positive aspects of personality.
Furthermore, this week we had our benchmarking assessment.
|We were introduced to our first unit ‘Fitness testing in the class. We were briefed about the importance of exercise in our daily routine. We also discussed the aerobic and anaerobic activities which affect sports training.|