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VOL. 93 November 1, 2024
VOL. 93 November 1, 2024
Mental Health Day Celebration
Mental Health Day Celebration
Year 6 students recently celebrated Mental Health Day with meaningful activities focused on gratitude and self-care. They gathered to share the splended things in their lives—moments when they felt calm, peaceful, and grateful. Each student took turns talking about the best things that happened during the day, reflecting on simple joys that bring happiness.
In addition to sharing, the students expressed their gratitude through drawing, creating colorful representations of what makes them feel grateful and calm. These drawings and reflections reminded them of the importance of daily caring for their mental well-being.
This celebration helped students understand the power of gratitude and provided an important reminder for the need to care for their mental health. Through sharing and creative expression, they learned that appreciating the small joys in life is essential for a happy and healthy mind.
Science Experiment (Earth System)
By: Gaeun 6AScience Experiment (Earth System)
In October 2024, sixth-grade students conducted experiments related to the Earth’s systems. The students came up with many unique and creative experiments, including making bubbles in water, creating rain clouds in jars, making rainbows, and more. We approached our work with enthusiasm, listening closely to our peers' presentations and enjoying all the experiments on display. It was a valuable experience for us as sixth graders.
Learning about Earth’s systems through hands-on experiments helps us understand and remember concepts more easily. By conducting these experiments and reflecting on them, we gain essential knowledge and uncover new insights. Additionally, by using the scientific method, we deepen our understanding and strengthen our communication skills, collaborating with partners to create documents and presentations. Throughout the process, we applied various learner profiles to enhance our learning experience.
Upacara Bendera
By Year 6 StudentsUpacara Bendera
On Monday, October 28th, 2024, all the Year 6 students served as Petugas Upacara during the Upacara Bendera. The students were excited to take on important roles in this meaningful event.
They participated in various positions, including Pemimpin Upacara, Pengibar Bendera, MC, Dirigen, and Pembawa Teks Pancasila. Each student embraced their responsibilities with enthusiasm and pride.
Through their participation in the Upacara Bendera, all Year 6 students demonstrated the IB learner profile attribute of being risk-takers. We also reminded primary students about the importance of being principled in various communities.
It was a great opportunity for all Year 6 students to show their skills and commitment to the school community. Their work helped create a meaningful event that celebrated our national identity.
Updates on the PYPX Journey (Creating Central Idea and Lines of Inquiry)
By: Rava 6AUpdates on the PYPX Journey (Creating Central Idea and Lines of Inquiry)
After choosing our issue, we began crafting our central idea to prepare for our exhibition. This marked the start of transforming it into a Unit of Inquiry. Throughout the journey, we learned how to make our central idea significant, conceptual, relevant, and well-connected to our issue. We also developed our lines of inquiry.
We started by exploring the main concept behind our issue. Ibu Lasin guided us on how to create a strong central idea, explaining that it should be significant, conceptual, relevant, and clearly linked to our issue. Our central idea needed to support lasting understanding, representing essential knowledge and skills worth developing.
Next, we drafted our central idea. After the term break, our teachers refined it to make it more aligned with the characteristics of a central idea. We then moved on to creating our lines of inquiry, and today, October 28th, 2024, we finalized them. We concluded by transforming key concept guiding questions into statements.
Throughout this journey, I have developed my thinking skills by considering my central idea and lines of inquiry critically and thoughtfully. This helped me become more intentional and accurate in my decisions. I also expanded my knowledge by applying the learner profile attributes to our lines of inquiry and our overall work.
In conclusion, we have enhanced our thinking skills during this process, becoming more effective thinkers. We have successfully turned our issue into a comprehensive unit of inquiry, and now we are ready to start researching our topic! This marks the halfway point in our PYPX journey. We look forward to seeing many students at our PYPX!
See you there!
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