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(Grade 6 Individuals and Societies)

To kick off our geography unit “Where in the World Is….?” the students shared information about the country they call home.  For some, it has hard to select their country - with many being multi-national or third culture kids!  Once they selected their country, they shared five ‘cool’ things about their ‘homeland’ and something that they were proud of about their country.  The students shared in small groups with a Ukrainian student anchoring each group.  In this way, Ukraine was represented in each student grouping.  The activity sparked conversation and questions regarding the various countries.

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Grade 6 students during WWW made Pysanka at a local village school in the Carpathians.  Students quickly tried using hot wax to make decorations on their eggs.  However, the quaint schoolhouse, books, materials and lack of running water stood out.  We hope the students learned about the need for educational materials and resources for all children along with the joy of making decorative, delicate eggs.
Michele Basu and the Grade 6 Chaperones

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Mathematical Models of the Chernobyl disaster consequences

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Mathematical Models of the Chernobyl disaster consequences

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In Grade 11 HL Maths class we discussed applications of mathematics to  modeling
the influence of the Chernobyl accident on children health. We also considered global conclusions obtained from mathematical models.

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"An environmental value system (EVS) is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues." They are influenced by cultural, religious, economic and socio-political contexts. Grade 11 and 12 ESS students explore EVSs throughout the course when evaluating environmental issues facing the world.

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Completing the training to offer Earth Trek as an ECA will allow students in Grades 3, 4 and 5 to discover more about the culture and traditions of a number of different countries around the world while also developing their team work skills.

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During the Grade 2 inquiry into How We Organise Ourselves, students participated in a See-Think-Wonder routine to look at Ms Pam's Tree of Life which is a statue carved from one piece of wood representing members of a community. The students noticed that even though all of the figures in the statue were different, they each had an important part in holding up the tower. If one falls, they all fall. They generalised this to their classroom community where we all have different stories, different strengths and different challenges, but we each have a part in holding up the tower that is our classroom community. "Support the Tower" is now one of our criteria for being a good community member.

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Learners in the grade 2 EAL class are currently interviewing one another to create a poster full of information that makes us a "Rock Star". Together we have discussed different cultures, languages, foods, and celebrations we take part in, giving everyone the opportunity to find commonalities and differences within our classroom community.

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In First grade we talked about how the choices we make affect others. When we make good choices such as sharing, we learn that we help others. When we make bad choices, such as, not taking turns talking. Then we don't allow someone to have a voice.

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Grade 6 SAS read "Christopher Reeve: a Real Superman", from the McGraw Hill Critical Reading Series, discussed and wrote about their personal connections to the heroes they have in their lives. Recognising that heroes are all around them and they are heroes as well when they make a friend or help a classmate or teacher, Mrs. Sturk especially, to understand life at PSI and in Ukraine.

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DP Visual Art students are examining the work of Serbian artist, Marina Abramovic (who spoke in Kyiv on 16/9) and nine other international artists who, through their art, reflect our vulnerabilities as individuals, within cultures, governments and our shared fragility as humans. Students are analysing the show, Fragile State, to develop understanding of how artists communicate ideas and intentions (Process Portfolio/Criterion C).

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Fragile State exhibition at PinchukArtCentre

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The PinchukArtCentre is proud to present "Fragile State" - a major international group exhibition with 10 leading artists including Marina Abramovic, Jan Fabre, Urs Fischer, Douglas Gordon, Damien Hirst, Carlos Motta, Oscar Murillo, Santiago Sierra, Barthelemy Toguo and Ai Weiwei.

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In Grade 5 we are looking at what makes a civilization. We discussed the different cultural norms such as greeting, eating and respect in our own cultures. We also talked about how important it is to respect other peoples culture.

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Grade 5 explored a traditional Scottish dance through multiple pieces of music and considered how the different pieces effected their perception of the dance. -Gretchen Foster

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The students in Grade 9 are using their experience of Week Without Walls in Berlin to produce a scrapbook examining life in Berlin during the time of the Wall from two perspectives. Students will select key events and write descriptions of the event from the point of view of someone living in East Berlin and someone living in West Berlin.

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Grade 12 Biology: Genetics of Skin Color

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Grade 12 Biology: Genetics of Skin Color

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Biology students read a book over the summer called "A Brief History of Everyone Who Ever Lived: The Stories in our Genes" by Adam Rutherford. On the first day back to school we debriefed as a class on the learning and revision that took place while reading this book. One topic that came up is skin color. We had already learned why the pigment melanin is produced in skin, hair, and eyes, but students were shocked to discover that two Africans with dark skin are usually more genetically different than an African and a European. Our physical traits make up so little of our DNA and students are always amazed at how similar we really are at the molecular level.

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The science of skin color - Angela Koine Flynn

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The third graders read the book "Spaghetti on a Hot Dog Bun", which is all about being open-minded/ The students then discussed similarities and differences they had with other students in the class, and how they could be open-minded to each other.

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SAS 8/9 read said article by Donna Meadows (Nelson Literacy, Global Citizens, 2009). We considered that when the world's population reached 6B on October 12, 1999 although the students were not born yet, they could make personal connections from the text to our life and learning. Being resourceful, limiting our ecological footprint, thinking about "Green" architecture and design.
http://www.nelson.com/nelsonliteracy8/information/Documents/NL8%20TMSR%20Sampler/html/8.html

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In grade 10 this year, students visited Auschwitz, the concentration camp where 1.5 million people were killed. A single story of "who is to blame" and "who we dont need" led to this tragedy. We visit the place so that we may learn and not repeat these actions.

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Kindergarten's first unit is about understanding ourselves through our relationships. As we begin the year we start with the relationship that all children can identify with: their family. Each student had the opportunity to share about their family. The rest of the class engaged in the thinking routine: Think Pair Share, to discuss how their family was similar and different to their classmates' families. We found commonalties in the number of family members we each had, who is in our family, where we come from, and what we like to do together.

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G4 researched conflicts independently, then worked together to situate them on a continuum from local to global.  This is part of our work on conflict resolution.

https://youtu.be/wOqLkCuslWc

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In response to recent events, the Grade 11 Global Politics class have included North Korea as a case study in their Power, Violence and International Relations unit. We have found the different perspectives on the crisis interesting, and considered different levels of analysis (including global, regional, community and individual). We have come to understand the need for cooperation in response to the threat. (KH)

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Linking compositional choices to overall emotional impact when comparing 2003 original to 2016 remake -- how music can be used to bring communities together.  (Mica Gaard)

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The Black Eyed Peas - #WHERESTHELOVE ft. The World (Video)

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% practice in context
Callum Marshall and Julie Constance

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PEOPLE: Planet Money Makes A T-Shirt (Part III)

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How does a simple T-shirt get made? To find out, we decided to make one -- and track every step of production. At the heart of the process are people like Jasmine, a garment worker in Bangladesh who worked on our shirts. Get the full story at planetmoney.com/shirt.

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Induction YouTube - A Single Story

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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In TOK we discuss examples of how CULTURE affects COGNITION.  Students shared examples and we also looked at some studies and research.
Tito Basu