MYP 3 Section: C
| Language and Literature Taught by: Reashikaa Verma | In our inaugural class, we broke the ice with introductions, both from the teacher’s side and ours.. We penned down our academic ‘soft spots,’ elaborated on them, and charted out strategies to overcome these challenges. In the second class we were introduced to the new unit and we started to unpack the Key Concept, Global Context, Related Concepts, Statement of Inquiry, as well as the Inquiry questions to gain a better understanding of what we are going to do in this unit. In the next class, the teacher brushed up our knowledge of the Mise-en-scene elements that are used to analyze visual text like; posters, advertisements, etc. The teacher held a brief discussion where we shared our understanding on what are the different elements of Mise-en-scene as well as how we use them to analyze multiple texts. We were also introduced to Propaganda- what is propaganda? How is it linked to our current unit? How influential and politically powerful leaders use propaganda to manipulate our decisions, thoughts, and actions to make us do what they want us to do? In the next few classes we discussed and analyzed different WW2 Posters as well as some persuasive advertisements by certain brands. We also conducted another interesting activity where we incorporated our interdisciplinary knowledge to make storyboards, comic strips, and role plays on a healthy and balanced diet and how different brands use propaganda to influence and persuade us to buy and use their products. By: Vardaan Mittal |
| Integrated Sciences Chemistry Taught by: Jaya Garg Biology Taught by: Pooja Chandwani Physics Taught by: Anuradha Jain | Chemistry During the first week of the new session, we brushed up our understanding of command terms and moved on to revise steps of scientific method using our prior knowledge from MYP 2 whilst increasing the level of difficulty. We revised the format for a research question, hypothesis, procedure and safety measures. We cleared our query regarding 3 types of variables. We unpacked our unit titled ‘Chemicals in Action’ by discussing the unit details such as Key Concepts, Related Concepts, Global Context, Statement of Inquiry and inquiry questions which generated curiosity into the unit. We discussed the statement of inquiry in detail to appreciate the importance of pH balance in our body and environment. As a starter activity we created a mind map to add characteristic properties of acids and bases based on our prior knowledge followed by adding new information by brainstorming ideas through a class discussion. We researched about uses of these chemicals in daily-life. We enhanced our research skills while learning about pH scale and organized all information using a graphic organizer. By: Aarit Kapoor Biology In our biology classes, we engaged in a fun icebreaker in which we shared our favorite foods and introduced one another which helped us get acquainted with each other. Following this we transitioned into a topic in which we are given the opportunity to make comic strips in groups. It focused on the topic of essential agreements that we students should follow while visiting the lab. This exercise not only emphasized the importance of lab safety but also encouraged creative expression within our class. Then we moved on to beginning our unit which is Chemicals in Action. This unit focuses on food and nutrients and how it is imperative to have a balanced diet. We unpacked our unit titled ‘Chemicals in Action: Nutrients” which is an interdisciplinary unit between Biology and Chemistry. we conducted a collaborative activity where we were tasked to bring food packets from our homes and analyze its nutritional value. We gained an insight into the various types of nutrients and their uses in our everyday life through a variety of healthy, constructive discussions which allowed us to gain an insight into what nutrients are and what types of foods maximize proper nutrient intake like GM Crops (Golden Rice).Additionally, to further expand our understanding of nutrients and the risks of not having a balanced diet we conducted an activity where we prepared skits on the 6 essential nutrients as groups and presented our work in front of the class.   By: By: Aarit Kapoor and Saira Chhabra Physics We started our MYP Science journey with learning important science skills. To commence the new session on a positive note, an ice-breaking group activity was conducted where we explored the learner profile attributes using examples from the world of science like Enrico Fermi, Sir J.C. Bose, Faraday etc.We discussed and learnt about command terms, their definitions and the term started with skill building sessions wherein we discussed specific lab skills, command terms and assessment criteria. We did an activity called Think-Puzzle-Explore to help us think critically about conversion of energy from our daily life. We did an unpacking activity related to our unit on energy consumption- discussed the global contexts, key concepts and related concepts. We started discussing Criterion A & B and understood how the planning and inquiry processes go hand-in-hand, and why it is vital for the final choice of a given system. We are ready to probe further into the concept of energy & its huge impact on our lives, so I think all of us are excited to explore this interesting unit ! |
| Individuals & Societies Taught by: Jayshree Sonthalia | We began our academic session with an energetic spirit by playing some ice breaking activities in groups, we identified our favorite foods and made taglines for the same. This served as a unit provocation activity as we began brainstorming about millets, their climate resilience and also how the media is affecting our food choices to establish an interdisciplinary connection. After this, as a collaborative task, we marked the various countries that produce millets on a world map to inquire into the production of millets at a global scale. From here, we brainstormed on how the UN can promote millets. Next, we learnt about the cycle of food production, the difference between food loss and food waste and the causes and impacts of the same on food security and various Sustainable Development Goals. We were then introduced to the roles and responsibilities of organizations such as the European Union, Food and Agriculture Organization, United Nations, the classification of Less Economically Developed Countries and More Economically Developed Countries and how the economic state of a country affects their food supply, food loss and food wastage. We also briefly inquired into a case study about the inflation of tomato prices. Lastly, in order to prepare for our debate, we listed the advantages and disadvantages of genetically modified organisms and explored their cultivation and capabilities. By: Kimaya Singh |
| Mathematics Taught by: Naveen Kumar | During the first few weeks of the new session we renewed our previous knowledge of MYP 2 to prepare for our Benchmarking test which would allow our teachers to assess our prior knowledge. Further, we unpacked our unit titled ‘Numbers: Discoveries and Development’. We were able to do so by discussing the unit details such as key concepts, related concepts, GC and SOI which allowed us to procure a more profound understanding on the topic. To grasp the subject of Mathematics to a greater extent we discussed the Flowchart of the number system which allowed us to understand the number hierarchy. Moreover, delving deeper into the unit we discussed rational numbers by understanding the various types of decimals and characterizing them with different types of numbers. To further expand our knowledge we discussed how to convert recurring decimals to fraction through a healthy and interactive discussion whilst attempting various questions. Moving further, we explored irrational numbers, their properties and the types of decimals associated with them through a discussion whilst attempting a multitude of questions. Additionally, to progress in the unit we introduced Surds through an interactive discussion where we talked about various representations of roots and how to solve them. Further, we learnt about things like surds and ways to add, subtract, multiply and divide surds. This knowledge further guided us in the preparation of our first formative assessment which took place a few days ago. This assessment was a way to expand our learning and knowledge on the top to a great extent. To summarize, as the session begins we start off with unpacking our unit and its various intricacies as justified above. As the year progresses we look forward to attaining further knowledge about this unit. By: Aarit Kapoor |
| Language acquisition Taught by: Phase 1: Nivedita Phase II: Pankaj Phase III: Capable: Deeksha | French Emergent Phase 1 On the first day, we began with an ice-breaking activity, where one of us held a ball and called out a name in the class but the catch was that you had to throw it in a different direction, and whoever you threw it at, had to catch it. You could also not repeat a name again which made things a little difficult. We all had a lot of fun! The following day, we also made a “Tout Sur Moi” placard which means “All about me”. This term’s unit is ‘Home sweet Home’. In class, we learned about the various types of houses, parts of a maison (house) and the furniture in it. By: Prisha Garg Phase 2 This month, our class started learning about “Ma Maison – Home Sweet Home,” which means “My House” in English. We learned new words for different parts of a house and how to talk about them. We also made presentations about our own houses and talked about them in class. We learned about the layout of a house, different rooms, types of houses, and where they are. We have our first assessment next week, but we had a lot of fun learning about houses and using French to talk about them. By: Danika French Capable We began the new academic session with some engaging and interactive activities to strengthen our bonds with each other and revise some fundamental French concepts. After a few ice-breaking activities, we discussed our term end paper for the previous term to recapitulate our core learnings and set some goals on the basis of our self-reflection. This was also very beneficial for our upcoming benchmarking exam and thus, moving forward, in our next few classes, we went through some vocabulary and practised through practice sheets. We also did an activity called, “la maison de rêves” in which we researched and described our dream house using our prior knowledge. For phase 3, we began by unpacking our unit on culture and communities by deriving our Key Concept, Related Concept and Global Context from our Statement of Inquiry and brainstorming various inquiry questions as well. By: Kimaya Singh |
| Hindi Emergent Taught by: Kajal Gaur | Hindi Emergent This session began with an introduction of the unit “Home Sweet Home” To improve our understanding of Criteria A ,we watched a video on the topic “Gender discrimination”. Later on, we were given a few images which showed the differences between villages and developed cities. With the help of the “See, Think and Wonder” strategy we analysed the images. This activity helped us enhance our time and self management skills, we also learned that there can be two sides of everything which we may not even know about. By: Myra Yadav |
| Spanish Emergent Taught by: Prajakta Bhide | Spanish Emergent Phase 1 We started our class by discussing unit details to introduce our first unit, Home Sweet Home. Thereafter, we watched a video and did a crossword puzzle to learn the Vocabulary related to our unit. By: Inayat Kaur  |
| Product Design Taught by: Vishal Dutta | We began the term by learning about 3D modelling. We used a special computer program called Fusion 360, which helped us make 3D shapes. We learned about different tools in Fusion 360 like “Extrude,” “Shape,” “Creating face,” “Sweep,” and “Revolve.” These tools helped us create stuff in 3D. One activity that particularly stood out was when we were tasked with creating our own Statement of Inquiry using the unit details provided. This exercise pushed us to reflect deeply on what we had learned, and it was enlightening to later juxtapose our interpretations with the original Statement of Inquiry. By: Anika Khandekar |
| Digital Design Taught by: Navdeesh Mahajan | Our sessions began with an interactive activity, to hone one’s listening skills and reaction time. It was quite remarkable to explore various communities and their ways of life, for one learns about the world as it is, and how certain sustainable practices are helping the world, how it is imperative to bring our new understanding and learnings to light in the modern society, to institutionalize fostering a better world. Our academic session shall entail formulating a webpage through utilizing HTML to spread awareness regarding said communities, and how our modern and shrouded civilization can learn from such sustainable practices. The following classes explored the finalization of our design problems, finalizing the community one shall delve into, and establishing a preliminary understanding of said community, to be better equipped upon formulating the webpage. By: Nikita Chugh |
| Visual Arts Taught by: Neha Narayan |  Line drawing by the artist Michale Craig Martin We kick started our term with an engaging ice breaking session in which we noted down our strengths, weaknesses, and our aspirations in Visual Arts for this year. This was done through the Rose, Thorn, and Bud framework where rose symbolised success, a talent or skill; thorn symbolised a challenge, or something we struggle with, and bud symbolised our aspirations and areas of curiosity in the subject. This was followed by the introduction to the unit “Nature Morte”, where we collaboratively formulated the Statement of inquiry for the term. Afterwards, we explored the world of orthographic drawing, by studying and drawing a single object from multiple angles. Post this warm up drawing activity, we moved on to study the artist Micheal Craig Martin’s contemporary representation of objects. His work depicts overlapping old objects with the new. Later on, we brainstormed ideas and created our combinations of objects in the style of the artist. By: Aditree Mahanta |
| Physical and Health Education Taught by: Sainyam Bhayana | During the first weeks of the new session we unpacked our unit titled ‘Test Measurement and Evaluation’ discussing the unit details such as Key Concepts, Related Concepts, Global Contexts and Statement Of Inquiry which allowed us to procure a more profound understanding on the topic. We explored multiple resources to gain a deeper understanding on the intricacies of what test, measurement and evaluation are their implications in physical education. Moreover, we gained an insight into the various types of tests, their equipment and the various methods to evaluate them through an interactive and collaborative task.Additionally, apart from the theoretical aspects we expanded our physical abilities by playing a variety of sports such as basketball, badminton, volleyball and many more that enhanced our athletic ability to a great extent. By: Aarit Kapoor |
| Theatre Taught by: Jaspreet Singh Walia | From understanding how our performance elements are intrinsic in nature and maneuvering them in order to express a certain role in a specific format, we are learning how production elements magnify the performance. Ranging from costumes, hair, make up, light, sound, atmospherics, special effects, the kind of stage, audience seating, and much more, each of these elements play a crucial role. Our introduction to theatre design this term, is starting with creating multiple short stories to enact and take peer feedback on the performance elements initially and then focus on production elements thereafter. By: Naimah Bagga |
MYP 3C 