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Chemistry Mash-up Mania: Crafting chemistry with clay - MYP1- Prerna Karmarkar

Objective of the Learning Engagement: The objective of this activity is to help students understand and differentiate between elements, compounds, and mixtures through interactive and hands-on approaches. By creating and analyzing physical models using colored clay and participating in a role-play activity, students can visualize molecular structures, embody atomic interactions, and engage with abstract chemical concepts in a tangible and meaningful way, fostering deeper comprehension and retention. Details of the Learning Engagement: Project Task given: Students were assigned a task to create a 3D molecular model set using coloured clay balls to represent elements, compounds, and mixtures. Students worked in groups to construct and classify examples of each. Students will document their observations and reasoning for classifying models as elements, compounds, or mixtures in the provided reflection sheet. Analogical Connection: Students worked in groups to create 3D molecular models us
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Making Biology Fun: A Hands-On Approach to Cell Organelles- MYP 1 Science-Bhavesh Bhadaraka

Objective of the Learning Engagement: The objective of this learning engagement is to help students understand the structure and functions of cell organelles through an analogical approach by comparing cell organelles to components of a house, café, or office. This approach will foster creativity, critical thinking, and a deeper understanding of cellular biology. Students will also develop their inquiry skills by acting as Socratic thinkers, generating critical questions for further exploration. Details of the Learning Engagement: Project Task :  Students were assigned to build a sustainable model of a house, café, or working office using household materials. Analogical Connection: Students then connected components of their models to cell organelles, such as: Cell membrane: Entrance/security gate (controls what goes in and out) Nucleus: Manager’s office (controls overall operations) Mitochondria: Power supply room (provides energy) Endoplasmic reticulum: Hallways for staff movement (
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Merging Physics and Product design skills for Innovation- MYP 4- Sheeba Abraham

Objective of the Learning Engagement: To empower students to apply the principles of physics in the product design process, fostering innovative thinking skills by integrating scientific understanding with creative design techniques to develop a product. Details of the Learning Engagement: In the physics class, students explored key concepts such as center of mass and moment, and conducted an investigation into the principle of moments. Building on this foundational knowledge, they applied these physics concepts in a hands-on project by integrating them with product design skills. The task involved creating a mobile structure, where students had to consider the balance and distribution of weight to ensure the structure's stability. This collaborative project allowed them to design and construct a functional, aesthetically pleasing mobile, while deepening their understanding of how physics principles can be applied in real-world design solutions. Impact of the engagement on students
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Balancing Act: A Real-Time Data Collection and Analysis Project- MYP5 Math- Manisha Batra

Objective of the Learning Engagement:  Blind stork Test- Students will collect primary data and create box and whisker plot by recording the data live Details of the Learning Engagement: Our Grade 10 students recently participated in an engaging statistics activity that brought data analysis to life. As part of the lesson, students collected real-time data by measuring how long their peers could stand on one leg while blindfolded. This live data formed the basis for creating box-and-whisker plots, with students focusing on the five-point summary: minimum, first quartile, median, third quartile, and maximum. To enhance their learning experience and offer differentiation, students were also given the opportunity to create an additional graph of their choice based on the same dataset. This allowed them to explore different ways of representing data and broaden their understanding of statistical concepts. Some chose to create histograms, scatter plots, or line graphs, highlighting their in
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Proportions in Action- MYP 4 Math Extended- Surendra Bisht & Pooja Sharma

Objective of the Learning Engagement:  Understanding of Direct Variation and the Constant of Proportionality Details of the Learning Engagement:  In the " Proportions in Action " activity, conducted for both sections of Grade 9 Extended Math at RO MPH, students engaged in identifying and connecting tables, graphs, and equations with six different real-life situations representing direct variation. The activity involved pre-provided tables, graphs, and equations that students had to analyze and match with the given scenarios. The activity required students to paste their matched findings on chart paper. Impact of the engagement on students and reflection as a teachers: This visual representation helped reinforce their understanding of direct variation and the constant of proportionality. By working with multiple formats of information, students enhanced their ability to interpret and connect mathematical relationships in practical contexts. - Surendra Bisht & Pooja Sharma
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The Art of Teaching: Balancing Engagement and Structure in a MYP 4 IDU classroom- Nilanjana

I have been advising teachers on differentiation and adaptive learning as the best ways to support each child. This approach evolves based on the individual needs of each student. Now in my second year of conducting mainstream Interdisciplinary Unit (IDU) lessons, I have found satisfaction in focusing on cohort planning. Key components I consider crucial for delivering my lessons effectively include seating arrangement, note-taking, time management, and aligning the class with the relevant topic. I aim to ensure that every child gains some understanding of the topic, with at least 90% of the class producing written work. The remaining 10% will require one-on-one attention, either during the lesson or in an individualized learning time (ILT) session. Additionally, pairing these students with peers who work well in buddy systems—under a set protocol to avoid disruption—can be beneficial. A well-laid plan that aligns my expectations with the students’ output helps gauge the effectivenes
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Fostering ATL Skills Through Peer Assessment in Science- MYP 1- Sheeba Abraham

Objective of the Learning Engagement: For a High -Quality learning and teaching -developing ATL skill-Students will develop their Approaches to Learning (ATL) communication skills by engaging in peer assessment, where they will practice giving and receiving meaningful feedback. This process will help them reflect on their own understanding, improve their work based on peer suggestions, and provide constructive feedback to others in a supportive and respectful manner. Details of the Learning Engagement: In this learning engagement, students designed a lab report for their investigation on how different materials affect the thermal transfer of an insulated object. As part of the lab report, students formulated a clear research question, proposed a hypothesis, identified the variables, listed the required apparatus, and wrote a step-by-step logical method to conduct the investigation. Once their reports were completed, each student was assigned a peer’s work to assess. The teacher provide
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