el 2013-2014 issue no. 2 september 2013 · bahasa indonesia untuk sd kelas 4, sehata tugiman, ktsp...

Important dates to

remember

7th October

Field trip to MPR/

DPR

10th October

3 way conference

11th-15th

Term break

22nd October

Parent Info Session

12.10-1.30

5th November

Islamic New Year

10th December

End of Semester 1

9th January

Start of Semester 2

W e a r e R E A D Y . W e a r e R E S I L I E N T . W e a r e R E S P E C T F U L . W e a r e R E S P O N S I B L E .W e a r e R E A D Y . W e a r e R E S I L I E N T . W e a r e R E S P E C T F U L . W e a r e R E S P O N S I B L E .

EL 2013-2014 Issue No. 2

September 2013

Grade 4 sharing with the rest of PYP at assembly on how to be

healthy.

BINUS INTERNATIONAL SCHOOL Simprug

4C presenting their Summative task to

5A

4B presenting their Summative task to

Grade 3

4A preparing their Summative task

posters

4D Presenting Their Summative Task to Gr. 2

Over the next six weeks, we will be starting our new unit

of inquiry – ‘How We Organise Ourselves’. This is a very excit-

ing and engaging topic as we introduce different forms of governments around the

world. This is actually a very important unit of inquiry as this will allow our children to

understand the importance of good government and good leadership. The most im-

portant thing to realise is that leadership is not only about government, but that every-

one has the opportunity to lead positively and responsibly in their own way. We will also

give an opportunity for children to create their own ‘govtopia’. This will be a creative

way to show what they have learnt about the different government forms and for them

to think of ‘why’ they would lead things a certain way.

What is the central idea?

* Government systems influence the lives of citizens.

What is the summative assessment?

* Students will create their fictional government and country through a means of their

choice (e.g poster, powerpoint, album, etc.). This will be a group task and a checklist

will be provided to guide them in their planning.

Some of the questions we will be asking the children and getting them to inquire about

would be:

*What is a government system?

* What are the different forms of government?

*Who are leaders? How are they considered leaders?

* How can we be responsible members of the community?

The children will be engaged in a number of tasks during the unit over the six

weeks including gallery walks, role plays, debate and argumentation, speech, Politicians’

Tea Party, and writing a persuasive text . We will also integrate English comprehension

texts and writing.

At the end of the unit, we hope the children will grasp the importance of good

leadership and government and why it is important to have effective leaders today. The

tasks we do will give them a hands-on approach as to what leaders need to do.

We look forward to teaching this unit of enquiry to the children and we hope

they will be inspired and ready to be the leaders of today!

A world-class community of proud and outstanding achievers.

UOI - How We Organise Ourselves

by Ms. Elena


Literacy in UOI By Mr. Joshua

In this unit, “How We Organize Our-

selves”, students will have the

chance to display their communica-

tion skills and practice their public

speaking in preparation for becom-

ing future leaders of the world.

Because the unit focuses on gov-

ernment systems, students will be researching different politicians and

types of government. They will then use their findings to organize and

take part in classroom debates.

The classroom debates will be the first steps taken in learning how to de-

velop persuasive arguments. This will eventually lead to writing a persua-

sive text on a local or global issue of the students choosing, as well as cre-

ating a persuasive flyer or poster of a politician.

In grammar, students will be focusing on past tense and future tense

verbs. They will also inquire into the proper use of adjectives and how

they can improve their writing by using more descriptive and colorful adjec-

tives.

We ask that you please support the students learning throughout this unit

by encouraging their inquiries further about government systems and cur-

rent events.

Di pelajaran bahasa Indonesia, murid akan mempelajari tentang menyusun kalimat acak menjadi cerita

yang urut, mengidentifikasi masalah-masalah aktual yang terjadi di Indonesia khususnya di bidang

pemerintahan, menanggapinya, mencatat, dan mengomentari masalah-masalah aktual tersebut. Untuk

kebahasaan siswa akan mempelajari tanda baca titik dua (:), titik koma (;), dan kurung ( ), kalimat berita, dan

paragraf eksposisi. Sedangkan yang terkait dengan unit How We Organize Ourselves, siswa akan memahami

sistem pemerintahan daerah dan pusat serta mengenal lembaga-lembaga negara RI dalam struktur

pemerintahan presidensil (Lembaga eksekutif, legislatif dan yudikatif)

Tugas akhir: Siswa akan menuliskan dan menjelaskan prosedur Pemilu di Indonesia (Pemilu difokuskan

pada pemilihan presiden)

Bahan pembelajaran:

Sari Kata Bahasa Indonesia untuk Sekolah Dasar Kelas 3. 4. 5. 6

Bahasa Indonesia untuk SD kelas 4, Sehata Tugiman, KTSP 2006, Grasindo

Bahasa Indonesia untuk SD kelas IV Y. Titik Lestariyati S.Pd dan V.K. Wismaningrum S.Pd, Karisma publishing

group

Ilmu Pengetahuan Sosial untuk SD, ESIS

Amandemen UUD 1945

Video pembelajaran tentang sistem

pemerintahan RI

Video pembelajaran tentang MPR/DPR dan

Panduan Pemilu tahun 2004 dan 2009


Chinese By Ms.Ou Qing

Indonesian Studies By Ms. Elsya

Students will learn Classroom Language and Food from Chinese Made Easy for Kids Text

Book2. Students will use Chinese to say “Please sit down”, “Please come in ” etc. and

talk about meals and favourite food. Students will learn some Chinese characters like “ 请

qǐng

进

jìn

( p lease come in/go into)，说

shuō

话

huà

( speak, talk)，站

zhàn

起

qǐ

来

lái

( s tand up)，面

miàn

包

bāo

( b read)，鸡

jī

蛋

dàn

( egg)，牛

niú

奶

nǎi

( m ilk) ” . Students have to be able to read the vocabulary without pinyin,

and also write some sentences based on the learning topic. At the end of this unit, they’ll

have Chinese Oral Assessment. As part of the UOI, CSL students will discuss different education systems in China and how they have changed over the years.


Using Numeracy - By Ms. Corita

BIFL (Bahasa Indonesia As a Foreign Language)

In Bahasa Indonesia as a Foreign Language, students will learn about functions of gov-ernment systems and role of citizens in promoting a civilized society. Students will read and dis-

cuss vocabulary of political systems, make a mind map and a picture story about rights and re-sponsibilities of citizens.

For Bahasa Indonesia grammar, students will learn expressions indicating location, agreeing and disagreeing, and asking where people or things come from. They will still learn how to make open-ended and closed –ended questions.

References:

Bahasa Tetanggaku Stage 1, Ch.5, Ian White

In this unit HOW WE ORGANISE OURSELVES, students will focus on the Math strand Shape and

Space. They will learn the following concepts: angles, perpendicular and parallel lines, properties of polygons and regular, irregular, similar and congruent shapes.

Firstly, the students will learn how to name and find unknown angles. They will estimate and measure angles in degrees. They will be taught how

to use the protractor to accurately measure angles. They will also learn to as-sociate turns and degrees when we study the eight-point compass.

Secondly, vertical and horizontal lines will be introduced for our in-depth study of perpendicular and parallel lines. The students will be required

to use rulers and set squares to draw these lines. Finally, the students will learn the properties of polygons and how to

identify and differentiate between similar and congruent shapes. They will also draw regular and irregular polygons as well as similar and congruent shapes.

We will still continue our Mental Maths and Speed Tests to review the operations, as well as Math Quizzes to evaluate their understanding of the concepts learnt during this unit.


MUSIC By: Ms. Melvina Gultom

Visual Arts

By: Ms. Irma D.S & Ms. Ariane I.P

Learning outcome

Responding:

Use their knowledge and experiences to make informed interpretations of artwork

Use relevant and insightful question to extend their understanding

Creating:

Show awareness of the affective power of visual art

Use range of strategies to solve problems during creative process

Learning Activities

Responding:

Review the elements and principle of art: proportion, pattern, line and shape

Creating:

Students will create an artwork inspired by Modigliani’s painting

Assessment strategies & tools: Observations & Rubrics

In Music Theory Class, students will create National Anthem for their imaginary country and present it in front of the audience Responding:

compare aspects of music from different times and places describe the process used to create their own music and compare it with oth-ers, in order to improve their compositions

Creating:

create a musical composition expressing their own ideas and feelings on a so-cial issue deliver a musical message to different audiences (for example, peace message to parents, kindergar-

ten children, friends Activity: They will discuss in group what the contents of a national anthem should be. Then, using melody given by the teacher, they will create their own national anthem to be presented along with their imaginary country. In Instrument Class, students will continue to learn more songs and finger exercises to enhance the skill they have learned last year.


Physical Education by. Mr. Hendra

Religion Outline

Moslem Religion By Mr. Taufan

Pada unit ini siswa muslim akan belajar tentang perilaku

terpuji dalam ajaran islam yaitu menghormati teman

sebaya, menghormati orang yang lebih tua, serta men-

ghormati tetangga. Islam menekankan perilaku terpuji

kepada setiap muslim agar saling menghormati, saling

menolong, serta saling peduli antara teman sebaya,

orang yang lebih tua, juga tetangga. Tujuan dari materi

ini yaitu agar siswa terbiasa berperilaku terpuji terhadap

orang-orang yang ada di sekelilingnya yang berbeda

agama, budaya, kebiasaan, bahkan berbeda negara agar

tercipta keharmonisan diantara mereka.

.

Hindu Religion By Ms. Yeni

Pada unit ini siswa belajar tentang Panca Sradha yaitu lima kepercayaan atau keyakinan yang dianut oleh agama Hindu. Bagian-bagian dari Panca Sradha adalah kepercayaan terhadap adanya Tuhan, keper-cayaan terhadap adanya Atma, kepercayaan terha-dap adanya Karma Phala, kepercayaan terhadap adanya Punarbhawa dan kepercayaan terhadap adanya Moksa.

Buddhist Religion By Ms Irene Pada unit ini, siswa akan belajar mengenai nilai-nilai

ajaran dalam Buddhisme, yang kemudian akan dilakukan

studi perbedaan dengan ajaran agama lainnya. Siswa akan belajar melalu mendengarkan penjelasan di kelas,

berdiskusi, dan mencari informasi-informasi melalui media

internet. Kemudian siswa akan menuliskan refleksi pada

selembar kertas. Tujuan dari pembelajaran ini yaitu agar

para siswa dapat semakin memahami bagaimana menjadi

penduduk yang baik dengan memahami dan mempraktekan

nilai-nilai dalam ajaran agama masing-masing.

Catholic Religion By Ms Maria Gosal

Pada unit ini kelas 4 Katolik akan mempelajari topik-topik tentang Menghormati orangtua, Menghormati hidup dan menghormati milik orang lain. Tujuannya supaya mereka memahami kehendak Allah bagi dir-inya, dalam bersikap terhadap orangtua, diri sendiri dan sesamanya.

Christian Religion By Ms Merry Gr. 4

Gr. 4

“Kuasa Allah ditampilkan dalam berbagai mukjizat” meru-

pakan topik bahasan untuk siswa Gr. 4 kali ini, dimana

mereka belajar akan kekuasaan Allah yang melampaui

segalanya. Dia bisa menyembuhkan segala penyakit, me-

neduhkan badai, bahkan membangkitkan orang mati, karena Dia adalah Allah. Tidak ada sesuatupun yang tidak

mungkin bagi-Nya, itu sebabnya manusia harus sungguh

taat dan percaya kepada-Nya.

Games

At elementary level, basic games are introduced through modified games using fundamental

skills, which provide greater opportunities for students to hone their fundamental skills. Games

will be divided into three broad categories namely territorial, net/wall and striking and fielding

games. It includes recognizing the challenges presented by games; the importance of manipulat-

ing space; the categorizing of game; identifying and developing appropriate skills and strategies;

recognizing the importance of rules and how they define the nature of a game; modifying existing

games and creating new games and teamwork. It aims equip the students with knowledge, skills

and attitudes to pursue and enjoy a physically active and healthy lifestyle through games and

sports.


PYP Attitudes in first UOI

I am cooperative by working together with my group for the formative task. We shared ideas and made decisions to-gether. Steffi 4D

I cooperated with my partner to make the poster of the heart by

giving ideas. Darrian 4B

I was independent while I was working alone and I was confi-dent to show my work I have made. I stood up to present a lot of things. Kandi 4B

I showed being cooperative when I did the summative task by listening to my group mem-

bers. Hara 4A

I was responsi-ble for my items at school and at home. And I was cooperative by giving differ-ent ideas to my group. Aixa 4D

Everyday I show respect by saying “Good Morning” and “Thank You.” Chris 4C

I am a communica-tor because I share my ideas with all my friends and we work together as a group. Artaya 4D

I show independ-ence when I do work by myself. BJ 4A

I show independ-ence by doing my homework by my-self. Angelica 4B

I was cooperative

when I shared ideas with my group mem-bers in the summa-tive task. Areanda4A

I showed coop-eration by working and giving ideas to my friends. I was independ-ent by working hard by myself. Chadd 4C

I was able to do the work by myself. How-ever, I didn’t hand the ‘Case Study’ in on time so I need to be more independent with my homework. Dhyandra 4C

el 2013-2014 issue no. 2 september 2013 · bahasa indonesia untuk sd kelas 4, sehata tugiman, ktsp...

Documents