Spotlight on PYP Issue 3
From Editor’s enclosure Snippets of PYP 1 Snippets of PYP 2 Snippets of PYP 3 Sneak peak of PYP 4 Sneak peak of PYP 5 Teacher’s Tent A cohort of interesting Assemblies PYP Mantra Additional Languages Mathematics in PYP Community and services in PYP
From Editor’s Enclosure Dear Readers, Very few have realized the wealth of understanding, kindness and generosity hidden in the soul of a child. The effort of every educator should be to unlock that treasure and Choithram International, an IB World School is an excellent example where everyone strives indefatigably for this. Endeavour, caliber and dedication are the most important key factors behind a successful work. We feel proud to declare that with the support and dedicated efforts of our students and worthy staff members we are able to issue the third edition of out spotlight on PYP. We hope our readers will find this issue very informative and entertaining. At the same time, it will prove to be a good platform for all the students to share and express their knowledge, thought process and to explore their hidden talents side by side improving their writing skills. Enjoy every moment you have because in life there aren‘t rewinds, only flashbacks. For you, we have worked hard to bring up an exhilarating flashback of our third theme during the session 2014-15.We thank our students and the teachers to have been of immense help in breathing life into these pages. We, PYP Team truly hope that you will be delighted with the taste of the 3rd issue of our Spotlight on PYP and we wish all of you a happy new year and a better world for all. Child is born and bound to succeed. Each one of them has progressive thoughts in mind. Hence, our acts will correspondent to progress and fulfillment. In Martin Luther King‘s words: If you can‘t fly, then run. If you can‘t run, then walk If you can‘t walk, then crawl But whatever you do, you have to keep moving forward. Let‘s all march towards progress of the self and the society. Thanking you, Durgesh Jadhav Sonu Sharma Pallavi Makhija
Snippets of PYP 1 History is full of real good stories which help us know our actuality and how the world keeps on changing. It is also a way to investigate the real people responsible for different discoveries, inventions and the revolutions. With the same thought students started their journey to learn about â€—The Life of Early Manâ€˜. It was like they travelled through time machine and discovered some amazing facts about Early Man. The journey started with the writing about their imaginary day in a jungle, wherein they revealed the difficulties a person faces living a life without any facility. During the Creya sessions, they used the constructible to build giraffe of old times. They found the animals in present did not look same and the environmental conditions too differed. Their findings about the kind of animals lived before, were the same to look at or different surprised them and they wondered how the environment has changed through time. Knowing the facts about Evolution of man astonished them and they reflected the same through drawing and oral discussions. Different videos were shown wherein they came to know the ways Early man lived their life, like- leaves and animal skin were the clothes, stones and animal bones were the tools and their houses were tree tops, caves and later the mud house. They were also surprised to know the most interesting fact that it was Early man who discovered fire and invented wheel. How these discoveries have changed their way of living and over time. With fire and wheel a man has made and seen changes which has brought-in a marked improvement in our life. Through constructible bricks and pencil, they built cart and understood the concept, smoother way of rolling wheels.
Snippets of PYP 1 To explore their learning's they also visited the museum where they came across the tools made by them and type of mud houses they lived in. They also discussed about their journey with the parents and gave some wonderful reflections during the discussion sessions. In art classes, students learnt the concept of Cave Art Painting and Africanâ€˜s famous Zulu dance. The art classes helped the students to reflect themselves as Thinkers. They even shared these interesting facts with the other students through the assembly presentation. To preserve their learning's about the unit, they created the Booklet in which they reflected through drawing and writing. This theme has given a new platform to the students with which they have started their research tasks and learnt the importance of history on human kind. The on-going reading sessions in the class are helping students to develop the skills and enhance their vocabulary to match up the grade level. Each student of PYP 1 has started taking initiatives during the class discussions and enjoy sharing the knowledge of the taught concepts. They are not only showing their confidence in expressing their views and knowledge during the various activities but are also becoming the communicators and helping each other in the best possible way. -Ms. Pallavi Makhija and Ms.Jaya Upadhyay
Snippets of PYP 2 Grade 2 learners were tuned in for the themeâ€˜How we express ourselvesâ€™ through imagining and narrating same story in two different ways. They also showed their fondness when they were asked to imagine themselves in the Chocolate World. They were also introduced to the essence and elements of the storytelling and were made to think from the perspective of an author by recreating existing stories through their imaginations. They were amused to see various videos of cartoon characters. Various books and interactive games have also helped them to understand it in a better manner. The Tech activity was quiet interactive for them which successfully caught their attention on searching different stories and images related to that. Through CREYA module (BRICK) they made different models like tree, table, and book and by their imagination they also designed a playground for the area they live in.
Snippets of PYP 2 Every child has a dream; to pursue the dream is in his or her hand to make it a reality. Students proved this as they presented their great unique ideas into action in the skit. The spark and the painstaking effort made by students were seen in the ‗Drama/ Skit‘ they prepared for their Summative Assessment. This theme was exploring and challenging as it had more practical aspects and proved true for ‗Students as the Upcoming Authors. VA-In VA class students learnt about the emotions and they also created the booklet on the same. ICT-IN tech lab students searched different stories and they also pasted the images related to the stories. Language-In language students learnt about how to narrate the story; they also learnt how to make a story board. Daily creative writing sessions are being taken in the class .Students made their own poems in different pattern (aabb,abab) PA Integration – Students prepared dance in their dance class and showcased on assembly performance during their Christmas celebration. Math- Students have finished Multiplication and Division as well. Summative Assessment - In their Summative Task students were divided in groups and they were provided with some key words. By using those key words they created and wrote their own story with (beginning, middle and end) and narrated it through drama. - Ms. Sakshi Makhija and Ms. Chetna Lakhwani
Snippets of PYP 3 “Today more then ever before, Life must be characterized by sense of Universal Responsibility, not only Nation to Nation and human to human, but also human to all other forms of Life.” – The Dalai Lama
‗Sharing the Planet‘ theme for grade three students started with an interesting tuning in activity of ‗Nature Walk‘, where in Students were taken for a nature walk in the school environs and observe carefully the objects around them. They then classified the resources into two heads: Man - made and Natural Resources, through which they understood the basic difference between natural and man made things.A lot of thought provoking questions helped the students curious about the source of these resources. This led the students to become more curious about gaining an insight of the interiors of the Earth. Students used an apple to imagine the journey to the centre of the Earth. Their beautiful models showing the structure of Earth and its presentation reflected on their learning. Preparing of T chart & Reflecting
Snippets of PYP 3 Students performed an ‗Apple Activity - Digging deeper inside‘ to get introduced to the interior structure of Earth. They compared and found about the four layers of Earth: Crust, Mantle, Outer Core and Inner Core. Students watched videos educating them about the interior structure of the Earth. They also watched a video examining a boiled egg cut in half and compared the various layers in the egg with the layers on Earth. Students learnt about the composition of gases in air. They then participated in hands on activity ―It‘s in the air‖ where they sorted out made a pie-chart using different seeds to depict the composition of gases in the air. This helped in enhancing their thinking skills. Using constructible manipulative in the Creya learning studio, students learnt more about the different layers of the Earth. The creating of pie chart and usage of grains helped them to know about the composition of air. Constructing of bar graph, experimenting with blocks under the sunlight, creating of windmills sled, cars powered with windmills and dams, and various objects etc through constructible provided the students with an opportunity to sort out the various resources into renewable and non renewable. They reflected on their learning through charts, creating of power point presentation, answering the questions in journal.
Snippets of PYP 3 Their language lessons further deepened their knowledge about the planet Earth in Hindi and the names of natural and man-made resources in French. Reading of different books in their English lessons helped them in becoming more knowledgeable. Visit to the chemistry lab enriched the students with the knowledge of metals. In their French lessons, Students created charts for the classification of Man â€“ Made and Natural Resources.
Students read several books about Facts about Planet Earth during their guided reading sessions in English Lessons: Moving further, they learnt about the various land, air and water resources. They understood the importance, uses of these resources and the ways and means to protect them. Students researched about types of pollution, causes, reasons and effects of pollution and shared their information using a booklet. They learnt about ozone layer, global warming and green house effect.
Snippets of PYP 3 To conclude with the theme, students understood the importance and ways of sustaining with the infinite need of finite resources. The chocolate activity, videos and books helped them understand about the 4 R‘s i.e. Reduce, Reuse, Recycle and Replace and e- waste management. Informative and creative guest lecture by Ms. Palak, helped them with ways to create best out of waste things like pen stand, mask, flower vase etc. They also learnt to create various things with newspapers in their visual arts class.Students understood that Mother Earth sustains a lot of creatures and belongs to everyone. Being Human‘s comes with the responsibility of taking care of this Mother. With this thought, they came up with the action of saving the planet Earth. They campaigned around the school to create awareness about pollution, ways of conservation of resources, and the importance of 4 R‘s. Creative posters in various languages about saving planet Earth were created by them. Theme assembly presentation included the importance of protecting planet Earth and ways of conservation of resources. Finally, exhibition summed up all their learning successfully, where they reflected and shared their learning with all their school friends. It provided them a platform to exhibit their models, booklets, and best out of waste things, posters and charts. This also enhanced their research and communication skills imbibing in them the various profiles and attitudes. - Ms. Durgesh Jadhav and Ms. Aakanshi Rajani
Sneak peak of PYP 4 An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. Our students have been engaging in an inquiry into where we are in place and time, looking in particular at personal histories and journeys and migrations of humankind. Before the unit started, we discussed what key concepts would drive the unit, and what enduring understanding we hoped the students would develop. In our reflections from previous years, we had observed that the students were able to connect with their own short histories more easily than the more abstract history that took place before they were born. We decided that the inquiry would focus on personal learning journeys through the lenses of change and reflection. To dig into the studentsâ€˜ prior knowledge we tuned in through videos beginning with bird migration and few movie clippings based on migration and different reasons behind migration. Then we had a brainstorming session in the class about the videos shown and the students came up with the word â€•migrationâ€–. Students were asked to reflect on these videos explaining the reasons behind migration. They also came to know about push and pull factors of migration. Students enjoyed filling out graphic organizers, based on parent/ grandparent interviews.
Sneak peak of PYP 4
They shared and discussed their personal stories which helped them in understanding the different reasons to migrate and how it affects us all. They expanded and categorized reasons for migration into push and pull factors using a T chart. They found out and categorized reasons for migration into push and pull factors using a T chart. Tracing Back-Students were given a worksheet that contains details such as where the family has migrated from, reasons for migration, period of migration, details of family members who have migrated, etc. Flash Card activity made it easy for them to sort out and understand different types of migration and different words related to the topic and their understanding was very well reflected through assembly presentation.
Sneak peak of PYP 4 Inquiry continued further with Guest Speakers - sharing their experience of migration related to economic and political reasons. This helped them in understanding that groups of people have different views and opinions about migration. Students reflected through a blog. Case Studies were given to students to identify and explain the different types of human migration, the categories of people who migrate, the differences among them and the reasons people move. Students reflected on their personal experiences of migration, including visiting another place for a vacation. They prepared and presented a skit to understand the causes and reasons of human migration in depth reflecting on their experience, their feelings, things they find in the new place etc. They understood the cause and effect of migration by migrating to the other section. They then decided on any country in the world which they want to migrate to, and come up with a cause and effect scenario of the situations they might face in that country and they also made few tools required when migrating to a new place. Students conducted a research on some famous personalities in India who have migrated from other countries and settled here like musicians, scientists, social reformers, actors, astronauts, etc. They found out the details of their place of origin, reasons for moving to/from India, and their contributions to the country. They presented it as a role play. With this activity students understood that migration has a deep impact on the cultural diversity of a region or country. They also understood that a number of famous individuals in the country might have come from different countries and contributed to our countryâ€˜s culture and traditions. ..\where we are in place n time\role play\IMG_1324.MOV ..\where we are in place n time\role play\IMG_1326.MOV
Sneak peak of PYP 4 Students have done an activity of ‗Show and tell‘ where they displayed the items they have brought and talk about their history and origin. From this they concluded that things of the past serve as cultural markers for the present day world reminding us of the past legacies.
‗Not Lost in Translation‘ through this activity students understood the major challenges faced when a person migrates to another place. Challenges may include aspects such as language, climate, food etc. Students conducted research on some famous personalities in India who have migrated from other countries and settled here. Students came to know that migration has a deep impact on the cultural diversity of a region or country.
Sneak peak of PYP 4 Students acted like news broadcasters and conducted interviews of students and then created statistical data for the summative task. Thus, the learning experience of the central idea HUMAN MIGRATION IS A RESPONSE TO CHALLENGES, RISK AND OPPORTUNITY ended with their enduring understanding through summative task.
- Ms. Disha Batham and Ms. Gunjan Belani
Sneak peak of PYP 5 ―Learning is an active process. We learn by doing. Only knowledge that is
used sticks in your mind.”
Through this unit of inquiry learners became aware of the fact that Biology connects us to the world we are living in and reminds us of our interconnectedness with all other life forms. It develops awareness of the significance of unique fauna and flora and distinctive ecosystems. It provides opportunities to learn about the processes of all living things. What they learn is directly relevant to the species and environment around them. Through this unit learners learned to make more informed decisions about their own health. Students were tuned in to this unit of inquiry through an activity ―Build a model of a Robot‖. They understood that the Robot is a system with different parts, each of which are made of smaller parts. In this way they compared the robot to a human or animal body which is made of organs and tissues that are further made of cells. Students used bricks and other materials to build and label a model of a human cell. During this process they were introduced to various parts of a human cell. Student groups tried to find out various functions of different parts of a Human Cell and compared these parts to the different components of a factory. In this process they got a better understanding of how the various structures in a cell work together to perform the functions of the cell.
Sneak peak of PYP 5 Students tried to sort out the similarities & differences between the animal cell & plant cell. They attempted to create models of plant and animal cells using the engineering/brick constructible and any other materials at their disposal. Students also visited Bio lab to view the slides of ‗Plant cell and ‗Animal cell‘. Students moved on to organs and organ systems. They briefly explored three important organ systems in the human body, namely the Immune system, the Excretory system and the Endocrine system. Guest lectures by Dr . Rashmi Joshi & Dr.Sandhya Jain helped students to conclude that different systems work in harmony to keep our body healthy .Students also made creative models of various systems and exhibited them in front of the audience very confidently and enthusiastically.
Sneak peak of PYP 5 Students synthesized their understanding of this unit & decided to take action through creating awareness about the present global issue ―Ebola‖. During the school assembly students presented creative posters ,jingles, a chat show – Doctors.com and an aerobic presentation.
- Ms. Kanchan Natu and Ms. Anjali Nair
Teacherâ€™s Tent Change is law of nature & I flow with the change Being a teacher the biggest enlightenment had been that one has to facilitate learning than just teaching and the various curriculum, namely CBSE and IB have played a vital role in shaping â€•my journey into the world of educationâ€– Before joining Choithram International, I was teaching in a CBSE School. But as I entered IB, I was full of passion and enthusiasm. I found students holding Ipads and laptops and I was amazed to see such a healthy and techno freak environment. This was a complete different system for me, I tried to reach the heights in a true sense. The basic difference I found was that IB education is student centric and makes a child versatile. The versatility could be seen, not only in children but also in teachers. The concept based learning and helping a child to develop the IB profiles & attitudes in the best possible manner through the class activities was another big factor which captivated me. Definitely working in a CBSE school gave me a platform in teaching world, but IB has given it a new dimension and has changed my perspective to teaching and learning through the lenses of attributes, skills, knowledge, concepts and action.
- Ms. Sakshi Makhija
A cohort of interesting Assemblies ―Peace is the only answer in creating a world with love” – Michael de Chatillon. Despite all differences, everyone has given the message of creating peace and love, to do good deeds in life and to make this World a better place. Lessons from history are the best for kids to know this. Spreading the word of goodness, PYP 3 A enacted a role play and presented a video to convey the story of Karbala and importance of Muharram. Students readily conveyed the message that Good always triumphs over evil. They also held silence for few minutes to pay their homage to the Hussein Ibn Ali and the Martyrs who won despite being oppressed.
Further, PYP 3 B enthusiastically celebrated Guru Nanak Jayanti. Dressed in beautiful attires, students prayed to Guru Nanak Sahib and the air was filled with the sounds of ‗EkOnkar‖. They shared information and teachings of Guru Nanak Sahib, a prophet of peace, love, truth and renaissance who was centuries ahead of his times. The assembly was concluded with the message that our good deeds always leave a mark in the pages of History and contributes in making this World a beautiful and peaceful place to live in.
A cohort of interesting Assemblies PYP 4
Fourth graders reflected their learning of Migration topic in assembly presentation with full zeal and enthusiasm.
Grade4A students took the lead and started their presentation with a video on bird‘s migration. Then they connected bird‘s migration with human migration by putting up the question for other graders, what is Human Migration? They further continued with―Types of migration‖ with a small activity in which they covered internal and external migration along with emigration, immigration, step, chain, seasonal, population transfer, impelled migration, return migration etc. Students reflected on their own during the presentation which is a true measure of depth of understanding they have developed. They very well worked in groups to show respect and tolerance towards each group member. It was the turn for Grade 4B, they also continued with the same unit title Migration under which they reflected on ―Reasons for migration‖. They talked about number of reasons why people migrate. The reasons may fall under these four areas: Environmental, Economic, Cultural and Socio-political. Within that, the reasons may also be ‗push‘ or ‗pull‘ factors. Push Factors may include conflict, drought, famine, or extreme religious activity. Poor economic activity and lack of job opportunities are also strong push factors for migration. Pull Factors better economic opportunities, more jobs, and the promise of a better life often pull people into new locations.
A cohort of interesting Assemblies During the presentation they also shared the reasons of different people migrated to different countries like why Sajwaa left Iraq, Shakeeb left India, Alian left Congo ,Rushaan & Ruana left Chilliand Aalia left Srilanka. This was followed by a lovely dance performance on ―IdharChalaMein,UdharChala‖.The presentation ended up with the display and sharing of artifact with its history and origin from around the different parts of the world.
„The groundwork of all happiness is health‟ Learners of Grade 5 explored the importance of healthy life style and the need to keep our Immune system strong .Their learning was reflected in the assembly by a performance on virus Ebola, which is a notoriously deadly virus that causes fearsome symptoms. The students made posters on ‗Ebola virus‘ and ‗Healthy Life style‘ .A self-composed song was also presented in the assembly. To spread the awareness of this deadly virus the students showed videos and presented a very informative skit ‗Doctors.com‘. Through this skit the learners discussed various queries of the audience about the origin of this virus, its transmission and cure. To keep up our Immune system strong the students also presented an ‗Aerobics show‘.
PYP Mantra Winter is the time for comfort, for good food and warmth, for the touch of a friendly hand and for a talk beside the fire: it is the time for home. Edith Sitwell Winter is a time to gather golden moments, embark upon a journey filled with good food, good travel and valuable memories. It‘s the most beautiful time of the year; lights fill the streets spreading so much cheer. This season is characterized by falling snow and freezing cold temperatures, usually exacerbated by strong winds. As the days get shorter and the nights get colder, People rarely come outdoors until daylight reappears; most sit indoors by the fireside in the mornings and evenings. Most schools take breaks during this period, whilst business in offices slows and schedules are rearranged according to the whims of the season. The "winter blues" are the mild depression that seeps into one‘s mind, lack of motivation, and low energy that many people experience during this cold season. Luckily, there‘s a lot you can do, to prevent the blues seeping in and get yourself back to normal. Exercise is great for relieving the stresses of life. Plus, the effects of a good workout can last for several hours after you hit the showers. Regular exercise also helps your mind by releasing those "feel good chemicals" that improve your mood. Winter is also a time for fruits and vegetables, the vibrant colors of which make the market place the photographers‘ delight. What and when you eat has a great effect on our mood and energy. Healthy foods provide your body with nutrients, and stabilize your blood sugar and your energy levels. Drink lot of water and other fluid. The dryness in the air will make your body hanker for fluid which you will not realize as you are already cold. A hot chocolate drink is something which will invigorate all those numb sinews in your body. So go ahead and ask Mamma to prepare a glass for you.
PYP Mantra Most people know that sunlight provides us with Vitamin D. But did you know that it also improves your mood? Winter days are shorter and darker than other months, and because of the cold weather, a lot of people spend less and less time outdoors. Lack of sunlight can cause many people to become depressedâ€”without knowing why! Similar to exercise, sunlight exposure releases neurotransmitters in the brain that affect mood. Try to spend a little more time outdoors. Keep your shades up during the day to let more light in. Try to spend a few minutes each day doing nothing! Read a book or magazine; sleep in on the weekend; go to bed early, try some meditation with a soothing music at the background; mind you, no Honey Singh number. Relaxation, especially in the form of yoga, can alleviate stress and leave you with a calm energy. Mental exercises like meditation and positive thinking can help keep depression at bay. Staying active will boost your energy. Seeing winter in a positive light, with all the fun activities that it has to offer, will keep your spirits high. If we had no winter the spring would not be so pleasant, if we did not sometimes taste of adversity prosperity would not be so â€ŚWelcome Winter!
- Ms. Archana Arya
French French as an additional language acknowledges that learning more than one language helps students develop their linguistic skills depending on the holistic approach, which incorporates all four elementslistening, speaking, reading and writing. It also creates an environment in class, which is stimulating and motivating. It further helps students by encouraging them to take risks and explore the possibilities of the other languages other than English. In PYP 1 , Learners were familiarized with French names of various animals through activity and also had an interactive session on Naming words, Nouns. Students understood the concept of using more than one language for the same Noun. They showcased their learning through cut and paste activity, wherein they chose their favorite animals and wrote their French names for the same. The activity helped them become independent learners. Making French one of the most useful additional language. It is the language of culture opening your door to art, music, dance, fashion, cuisine, and cinema. Learning French helped students in improving the interpersonal skills which they bought to their international career. It is the working language of many international organizations even. PYP 2 were introduced by singular pronouns in French during the running theme â€•IMAGINATIONâ€– and were given a task to imagine themselves, standing with their friends and they showcased it very well by presenting in A-4 size sheets.
Additional Languages In theme â€•SHARING THE PLANET â€• PYP 3 Learners learned the vocabulary of natural and manmade resources in French in correspondence to UOI. In the groups, they reflected and presented their understanding by making the charts. They came up with different ideas to categorize resources by drawing and sticking the pictures. Students were elated and participated with full of enthusiasm. In French, PYP 4 students learnt about time, adjectives and numbers. Students were really excited for their Diwali assignment. They reflected their understanding of time by creating a booklet in which they shared the routine of Diwali Day through timeline. Students enthusiastically made the booklet using their creative skills. They also were introduced with adjectives in which they learnt feminine and masculine and their plurals. In numbers they further continued from 71100.
Additional Languages Since the three last months, grade 5 students are in a process of familiarity with the French culture and pronunciation. For example, they had to make a travelogue and the job was to do some researches and find ten famous places that they want to visit in France. The name of those places should be in French with right spelling. Student had shown profound creative and research skills and had done different kinds of presentation which comprised of PowerPoint presentation, collage, writing etc. Some of them had shared their work with the rest of class, reading and explaining their work and the reason why they chose those places. During the span of last month, lessons were given in a particular way. After the presentation and explanation, students had to create sentences according to the lesson. Those sentences are explained by the student, corrected by the teacher and retained as example for the different grammar rules in each lesson. -Ms. Monika Bajaj and Mr. Gana sow
एक नह ीं अनेक समद् ृ ध
भाषाएँ हैं। भारत में सबसे ज्यादा बोऱ जाने वाऱ भाषा हहींद हैं। हहींद हमार मातभ ृ ाषा हैं। सह
और शुद्ध मातभ ृ ाषा ससखाने के सऱए
बच्चों को मौखखक उच्चारण में
वस्तुओीं को ऩहचानने की ऺमता का ववकास, अऺर जोड़कर शब्द बनाने का
ऻान, मौखखक असभव्यक्तत का ऻान, मात्राओीं के उच्चारण का ऻान, चचत्र सींकेतों की सहायता से वातय रचना, चचत्र बनाना तथा
सऱए नाम सोचना, कहानी ऩूर
करना,व्याकरण में वस्तओ ु ीं के नाम के खेऱ खेऱना,ववषय ऩर वातााऱाऩ
दे खने,सुनने,बोऱने,ऩढ़ने एवीं सऱखने का ववकास हो सके। -Ms. Brahmi Jain
Mathematics in PYP In Math PYP 1 & 2 . Students of PYP 1 and 2 were involved in various enjoyable activities such as steeping stones .These activities have helped them to understand the concept of addition .They were able to develop different strategies to solve real life problems of addition and have memorized addition facts .PYP 3 Students understood the fact of model addition and subtraction of whole numbers. They developed mental and written strategies to solve different real life problems .Students learnt mathematical vocabulary such as difference, sum, altogether etc and have used them while solving addition and subtraction sums . They used different mental strategies to develop their calculations speed. PYP 4 Students were introduced to the concept of fractions, that fractions are way of representing whole part relationships. They reflected their understanding by solving various questions related o fractions during the class. They succeeded in solving model addition and subtraction with related denominators using mathematical vocabulary simultaneously. Students developed understanding of comparing, reading, ordering and writing of the fractions. Students used strategies to memorize facts to solve daily life problems involving whole numbers. PYP 5 learners understood that the base 10 place value systems extends infinitely in two directions and were able to model, compare, read, write and order numbers to millions or beyond. They understood that fractions and decimals are ways of representing whole-part relationships and worked towards modelling, comparing, reading, writing, ordering and converting fractions and decimals. They used mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers. Presently learners are involved in developing understanding, that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. In this month, they will be able to acquire level of accuracy required for measuring and will be using decimal when precise measurements are necessary. They will learn to use geometrical tools such as protractor to demonstrate understanding of angles as a measure of rotation and will be able to measure and construct angles. - Ms. Navneet Chhabra and Ms. Prabhjot Arneja
Community and services in PYP "What we do for ourselves dies with us, but what we do for others is and remains immortal." This year the mercury is dipping like anything and people facing extreme cold , specially the kids going to school in the morning in the countryside area face problem .Keeping this in mind our school decided to go for an enormous gestures of donating sweaters to needy and poor kids of mason who were working very hard though were not able to fulfill basic need of their kids. Learners of pre kindergarten went to construction sites with their respective Homeroom Teachers and gave these sweaters to poor kids. Even parents were also very obliging right through the journey by sending us the old attire which they did not could do with anymore. This great cause also made our students have a stupendous feeling of sharing and caring. Gratitude to the parents who sent us sufficing total of old as well as new-flanged sweaters showing their empathy towards the young ones. - Ms. Tanvi Bajaj