SPH Lippo Village | JS Eagle Eye Volume 11 - March 2022

JUNIOR SCHOOL

EAGLE EYE S E K O L A H P E L I TA H A R A P A N

VOL.

11

MAR 2022

Principal’s

Message

In my 17 years of being in SPH, this academic year is certainly one with the most changes. We have experienced changes in the organization structure to changes in the timetables. Some of these changes managed to force many of us out of our comfort zone.

One of the most notable changes is how we do our learning. After 1.5 years of going exclusively virtual, we went into a hybrid mode, which is new to most of us. Teachers were excited with the prospect of interacting with students in person, and yet nervous knowing that this would be their first experience of blending two different modes of learning.

Like in the case of hybrid learning, change can be daunting. While we look forward to some changes, some are unwelcome. In one of our staff chapel, Dr. Barry discussed how God values change. He has changed us and will continue to change us. God also wants us to be active participators of change.

As a Christian educator and parent, I am reminded of my hope to see my children and students undergo changes. I want them to experience growth in every aspect of their lives. I pray that the changes they go through will bring

Ibu Yuniarti Setia Abdi Katu

them closer to Christlikeness. Nevertheless, God also calls us to be agents of change.

In this issue of Eagle Eye, you will see evidence of how our teachers continue in their pursuit to provide practices that are faithful to biblical guidelines for education and life. Each unit is established based on a biblical perspective. The biblical perspective guides our teachers in the delivery of the content. At the same time, the teaching practices allow them to build relationships with their students and guide them in their growth.

In this season of change, let us not be weary of change. Instead, let us continue to trust that God is actively working through these changes and He is in control. Isaiah 25:1 (ESV) says "O Lord, you are my God; I will exalt you; I will praise your name, for you have done wonderful things, plans formed of old, faithful and sure."

Pre Kindy

by Ibu Patricia Hartono

Camping Week

in Pre-Kindy

Our Pre-K’s current unit is all about Jungle Animals.

To animate our learning, we went camping! As you can imagine, there are a lot of fun things that you can do while camping. This includes paying a visit to Miss Owl, looking at different animal shadows with our flashlights, finding animals nearby, and even swimming with some of them in the river! All this fun camping experience helped us learn many concepts. We learned about the letter T, as we helped some animals that are trapped in sticky tape traps, the concept of inside and outside, and activities that we normally do during the day or night. You also will not believe what we found near our tents. Several little mice that are lost, needing to come back to their colorful houses. We had to differentiate and match assorted colors to help the mouse find their homes. Finally, we also learned the concept of loud and soft while playing with some tambourines. It really was a terrific week!

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Kindy 1

by Ibu Anna Purba

Car Washing

Day

K1 friends had a fun day washing dirty cars together.

In How the World Works unit, our K1 children explored and experienced how tools help people in doing their work effectively and efficiently. They also learned what tools should be used for a specific task and how to use them safely.

They learned that to clean cars, they need some tools like sponge to rub the dirt off and cloth to dry the wet cars.

They learned how different tools are used to help in different tasks. In addition, they also learned how working together made the task easier and faster. They were having fun and working happily to make the cars squeaky clean. What an enjoyable day of cleaning!

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Kindy 2

by Mr. Ian Ramos

K2s

Got Talent!

The K2 students were given the opportunity to showcase their talents in front of a “live” audience. Most of them displayed their singing skills while the others played some music on the piano. This activity is the culmination of our How We Express Ourselves unit. This activity has shown how our students are gaining confidence in performing in front of other people and a desire to express themselves through the arts. We enjoyed watching and cheering for our friends!!!

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Kindy 3

It eats and grows and changes,

it’s Alive!

by Mrs. Melody Ramos

Observing how some living things go through a process of change, the K3 children get to understand more about the living things in their community this term.

We get to experience planting and observing a seed change as it grows. The K3 children even get to record their observations. They were encouraged to use their sharp eyes, fiddly fingers, and thinking minds as they practiced being little Scientists.

The most interesting topic was the life cycle of a butterfly which was also integrated into the topic in Math and English.

Learning becomes more meaningful when children get enough time to experience, observe, inquire, and enjoy the process as they do the activities with friends and are carefully facilitated by teachers.

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Grade 1

by Miss Savannah McKinnon

How the World

Works

Desert by Geon Hwi During our unit How the World Works, our Grade 1 students are learning about different habitats and the characteristics within each one. The students are discovering how living things interact with the surrounding environment. The lines of inquiry that are guiding their learning are: the requirement of living things, how living things need each other, and how living things change to survive.

After learning about different types of habitats: tundra, seasonal forest, deserts, etc. the students are able to tangibly show their learning through various art projects that focus on each environment. Each student is able to reflect on the habitat and show how animals and plants interact to survive. They are learning about the importance and beauty of the interconnectedness of the world around them.

Ice World by Ella

Ice World by Seo Joon

Rainforest by Hillary

Desert by Max

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Seasonal Forest by Clement

Grade 2

by Pak Chris Boenadi

The Importance of

Communications

In grade two, the students learned about Where We Are In Place and Time. The focus of this unit was to provide the students with various ways to explore, learn, and connect information concerning how people communicate throughout time.

This unit supported opportunities for students to discover the ways people communicate and distinct roles of communications. The students also interviewed their grandparents and parents to know the adults' perspectives of the changes in communication.

To encourage students to engage in this unit, we exposed them to several types of communications, such as cave painting, hieroglyphics, telegraph, telephone, and social media. We also watched some skits from teachers to understand the distinct roles of communication.

As the highlight of the unit, Ibu Aileen came to share with us how communications have changed over time since her childhood. She pointed out the benefits of the changes and how we should be ready to face the challenges. This unit has enabled the students to understand how communication has rapidly changed, different perspectives of the changes, and how communication can bring communities together.

At the end of this unit, we asked the students to choose one type of communication that interests them the most, do the research together, and prepare a presentation with their creativity.

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Grade 3

by Mrs. Emily Tran

Family History

Where did we come from? What are our origins? What has shaped us into who we are today? What do we want to pass on to our children? All of these are questions that grade three has been asking as we inquire into how family histories provide insights into our past, present and future. It is important to learn from the past and identify God’s faithfulness in history. Let us count our blessings, make choices today with our future generations in mind!

Here are some of our family trees and timelines that have helped us understand more about our past.

What they say about family history: “Family history tells us about our ancestry and tells us about our culture.”

- Yoojin

“We study family history so that we know why they made decisions for us and understand them more.”

- Weston

“Because it’s important to know what your family did in the past, it shapes you to who you are today.”

- Cayden

“So that we can know what happened in the past so we can live a better life.”

- Kaeley

“It gives us evidence for who I am today.”

- Tae Won

“It is important because I can know about my family more.”

- Samuel

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Grade 4

by Miss Kylee Frazier

Advances in

Creativity

This past quarter of the 2021-2022 academic year, Grade 4 was privileged to participate in a number of exciting activities. They explored the concept of advances in technology and analyzing their online footprint, to interviewing all generations of loved ones, and even writing their own children’s books!

One of our favorite activities was the last of the aforementioned. We loved seeing all our students express their creativity through developing a whole new world in which they taught valuable lessons to their readers. We experienced everything from plants and animals attempting to make friends, to siblings resolving disputes, and even a pen who was just trying to find his place in the world. At the end of the unit, a few students even got to head on over to grade 3 and share their stories with an outside audience. We look forward to continuing these invaluable experiences as we see more and more of our students each week in this second half of our school year!

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Grade 5

Migration

by Ibu Ratna Putri

The unit on migration is an exciting yet challenging unit for the fifth graders. So far, their teachers posed the Central Idea or main issue that the students were to investigate, and their teachers determined the scope of their inquiry. In this unit, however, their teachers have challenged them to create their own lines of inquiry as a class. It means the students develop their questions to which they seek the answers.

At the beginning of the unit, the students documented their wonders on Padlet. They followed the key concepts of Function, Responsibility, and Change when creating their questions. To view their question directly, please visit https://padlet.com/dotulong_sarah1/unit4questions

Their teachers facilitated their inquiry by inviting Ibu Anne Parapak and Ibu Rehana.

Ibu Anne Parapak told the fifth graders that the potato famine became her ancestor’s push factor in migrating from the UK to Australia. For Ibu Anne herself, her marriage to an Indonesian became her pull factor to migrate to Indonesia.

Another guest speaker, Ibu Rehana, has another reason for her migration to the USA. Her parents were Indonesian. Her dad was from Padang and mom was from a Dutch/Indonesian family. The parents met in America, but at one point they moved to Indonesia so that Rehana and her siblings could learn about their culture. Rehana even came and taught in SPH for a few years! Ask your child to share her story with you.

Throughout the unit, the fifth graders learned various reasons people migrate. The screenshots of Padlets and Jamboard captured the students' learning journey.

The students connected their learning and the meta-narrative in the Bible: creation, fall, redemption, and restoration. To view their work on the Google Jamboard, visit https://jamboard.google.com/d/ 1HSIGwX5PjwveJ_P_y3Q0ySuk WSURnb-54KU5J4Do7kI/edit?u sp=sharing

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Grade 6

by Mr. Eduardo Diaz

Inquiring into

God’s Creation

In How the World Works, the Grade 6 students inquired into God’s creation. They explored the types of energy and their uses, the scientific method, and the positive and negative impacts of energy forms. The unit culminated with two products: 1. an energy-based experiment, and 2. a discussion essay on the advantages and disadvantages of an energy type. These experiences deepened their understanding of the Central Idea: Through the study of energy, we can discover order in creation.

The biblical Christian framework was emphasized early on, and toward the end of the unit students shared insights about how this unit shaped their thinking. Here are a few of their words:

Samantha: I enjoyed creating my experiment the most because I found it entertaining, informative, and fun…I have grown to understand what "Truth Seekers" means because we seek the truth, and as inquirers, we should seek to know more about the truth of this world.

Drexel: I learned a lot from this unit, I learned about energy types and renewable and non-renewable energy…This unit made me realize that God created everything and is ruling everything, even energy and the rules of energy.

Celine: In my opinion, the most difficult part was when we were discussing whether an object has more or less potential/kinetic energy…It has taught me that God is truly so amazing that he is able to create in many ways.

We hope to publish the students’ videos and essays in our Seesaw blog. For now, enjoy a few pictures of their experiments.

May we be Truth-Seekers in our learning and our lives.

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PYP Column

by Ibu Ratna Putri

Child Safety At SPH SPH is dedicated to caring for and protecting each one of the students entrusted to us. We seek to receive students as Jesus did in Mark 10: 13 – 16.

13 People were bringing little children to Jesus for him to place his hands on them, but the disciples rebuked them. 14 When Jesus saw this, he was indignant. He said to them, “Let the little children come to me, and do not hinder them, for the kingdom of God belongs to such as these. 15 Truly I tell you, anyone who will not receive the kingdom of God like a little child will never enter it.” 16 And he took the children in his arms, placed his hands on them and blessed them.

All persons are created in the image of God, are created equal, and have the same rights. At SPH, we seek to maintain an environment where children are safe and know they are safe.

Child Safety Policy SPH has established a Child Safety Policy to provide guidelines for creating a safe school environment.

The guidelines include:

- personnel screening and training (including volunteers) - prevention, safety measures, and expectations of teachers, staff, and volunteers - responding to reports

Child Safety Personnel A Child Safety Coordinator has been appointed to coordinate the Child Safety Program at SPH-LV. A Child Safety Team supports the Child Safety Coordinator. The Child Safety Team is a small group of school staff whose role is to oversee the policies and procedures that will result in a safe campus environment.

Child Safety Team

Ibu Yuliany Mr. David Sommers Child Safety Coordinator

Junior School Teacher

Mr. Brock Haylock Ibu Catherine Limaran Grade 9 & 10 Counselor

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Dean of Students

Ibu Mira Damayanti Junior School Learning Support

More Information & Reporting SPH is part of the Child Safety Protection Network (https://www.cspn.org). You can find more information about SPH’s Child Safety program at https://sph.edu/child-safety-policy.

The link to SPH’s child safety policy will also take you to the section where you can report or raise concerns regarding possible harassment or abuse. Any school community member Teachers, Staff, Volunteers, Students, or Parents - can raise a concern.

All reports are taken seriously and go to the Child Safety Coordinator first for confidentiality.

The Child Safety Coordinator will coordinate the response with the Child Safety Team and administration. The child Safety Team has undergone training from the Child Safety Protection Network (CSPN) on how to respond to a report.

Teaching Child Safety The Junior School’s Child Safety Team, Ibu Mira and Ibu Yuli, organized sessions to promote Child Safety on February 7-11 for Kindergarten to Grade 6. The students learned about child safety, how to take action, and report threats to their safety.

Follow this link to watch a short clip about Child Safety created by Ibu Mira. Enjoy! https://youtu.be/wOPZ5JBANQI

Acknowledgment: The content of this article is an adaption from Child Safety at SPH, a PPT by Mr. David Sommer.

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Student Council

by Ibu Ratna Putri

Junior School

Student Council

Junior School Student Council (StuCo) has been busy since the student leaders' inauguration in October 2021. To begin with, they held a Christmas hat & trivia party on Zoom for Junior School students. Then, they attended leadership training in January 2022. If you are curious about what they learned in their leadership training, check out the StuCo president and vice president’s reflections.

Valentine's Day has sparked another idea for Junior School StuCo’s program.

They held a Valentine-envelope design competition. Grade 1-6 students were invited to the competition. The competition was held on the school’s Seesaw to accommodate the online learning mode. Contestants could showcase their skills by drawing their designs manually or digitally.

Sixty-six contestants submitted their entries. After a careful selection, six winners were chosen by the StuCo. Grade 1: Kyra Tanujaya Grade 2: Serin Je Grade 3: Ria Yu Grade 4: Samuel Maximilian Grade 5: Sumin Cho Grade 6: Caleb Wu Congratulations, winners!

Kudos, StuCo, for neat organizations of the events!

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StuCo

Leadership Training

by Varo

In the StuCo leadership training, StuCo members learned how to be good leaders. First, our school principal, Ibu Yuni, prayed with us and told us about being a leader. Then, we got to know each other by making paper airplanes with fun facts about us on them. After that, we played some games to learn how to be a good leader. The guest speaker told two people who joined the training onsite to fill an empty plastic bottle with sand, pebbles, and rocks. First, she told them to put them in that order. Then, she told them to reverse the order. When we put in the sand first, not everything fit inside the bottle. However, when it was the rocks first, everything fit nicely. The guest speaker told us that the sand is the not so important thing in life (TV, games, etc.), the pebbles were necessary things (school, food, water, etc.), and the rocks were really important things (family, friends, God, etc.). She told us that if we prioritized less important things, we would not fit the much more essential things in our lives. On the other hand, if we prioritize the more important things, we would fit everything in our lives.

Student Council

Leadership Training

Next, we played some games. One game was the people joining the training in person had to go through an obstacle course blindfolded, while the people online had to give them orders to dodge the obstacles. In this game, we learned that not only to talk, but leaders also need to listen. When we finished the first game round, we reflected on what we could have done better, such as better strategy, better orders, etc.

After that blindfolded game, we played another one. This time, we had to pass on a sentence to other people while we all had disabilities: can't see, can’t talk, etc. We had to find a way to work around these obstacles.

We had three rounds, and each round was more challenging than the last. Executing strategy and teamwork, we successfully did all.

The last game was a matching game to find the leadership traits of famous leaders from the Bible. It was an insightful closing of the whole training. Then, we said goodbye, and the meeting ended.

by Hezekiah

The Leadership training for the Junior School Student Council was about learning how to be a good leader and cooperate with other leaders. In the leadership training, we did many activities. To begin with, we spent time knowing each other better. We threw paper airplanes with a fun fact about us, and we had to guess which person threw this paper airplane.

Then, we learned strategizing, taking the initiative, and sharing responsibility. We had to navigate through an obstacle course and give each other instructions.

Next, to figure out how to plan and cooperate, we all had an activity how each of us had a disability, but we had to send each other a message. So, we had to plan on which person tells which person the message by employing specific tactics, such as the muted writes on a piece of paper and showing it to a deaf person so the deaf person can receive the message.

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